
Class \-l g > ^'^^ S 
Book- 






Gopyiight]^°_ 



COPreiGHT DEPOSIT. 



STANDARD READER SERIES 

TEACHERS' MANUAL 

FOR 

FIRST READER 



CONTAINING AN INTRODUCTION FOR 
THE ENTIRE SERIES 



Edited by 

ISAAC K, FUNK, LL.D. 

Editor-in-Chief of the Standard Dictionary 

MONTROSE J. MOSES, B.S. 




FUNK (2f WAGNALLS COMPANY 

New York and London 

igo2 






THF i *8RARY •F 
CONGRESS, 

Two OOP.feS RECEIVEt 

APR. 30 1902 

OOPVRWHT ENTRY 

CLASS a^ XXO. N«. 



3 ^ 

CO 



1^ 






CopyrighU 1902, by Funk & Wagnalls Company 



Published in Mat, 1902 



Printed in the United States of America 



GENERAL INTRODUCTION 



^ In the following pages is repeated some- 
what largely the Introduction to the First 
Reader, but thoughts there given are here 
enlarged upon, and others are introduced. 

A child learns words in trying to tell or 
understand some thought. Keep him inter- 
ested in the thought, and 

Teacli Words ^^^ ^^^^tle is soon won. 
The prattling babe is not 
told that this is the name of a cat or a dog. 
The father asks him, "Does Frank wish a 
cat?" "Does Frank w4sh a dog?" And 
the child tries to understand the thought, 
and afterward he tries to express it by 
imitating what he has heard. The words 
come to his lips without any effort ; it is 
nature's way. In teaching words to a child, 
the words should not be separated from the 
thought, and the child should be kept free 
as possible from self-consciousness. 

(iii) 



iv Teachers' Manual 

A child learns words as easily when the 
thought expressed is something worth know- 
ing as when it is trivial. 

K.now'ino- ^^ Readers to make each 
lesson instructive. We 
have sought to follow this ideal even in the 
First or Primary Reader. The child is not 
told that ''The hen laid an egg in John's 
hat," or that "The cat sat on the mat." 
Yet we have tried to keep easily within the 
reach of a child of five or seven years of age 
— seeking to be childlike, but not childish. 

Preference has been given to that kind of 
information that is in-/orm-ation — that 
which builds character. 

Every effort has been made to bring the 
mind of the pupil into contact with thoughts 
that inspire love for home, 
'^ClTar^tfr^ for country, for all people, 
for nature, for truth be- 
cause it is truth ; to awaken love for the 
inner other world ; to impress thoughts that 
help to make close-observing, self-respect- 
ing, self -con trolled, courageous men and 
women. Thoughts that suggest cruelty, 
envy, meanness are avoided, for it is well 
to make life beautiful to a child. His 



General Introduction 



nature is easily quickened and lifted by 
love, by hope, by joy, by things sweet and 
attractive. 

All children should be in close contact 

with nature. A First Reader especially is 

fatally faulty that does 

That I.ead ^^^ gj^^jj ^^ ^^le earth, 

Back to Nature _ , i /. ^i 

of the woods, of the new- 
mown hay, of flowers — that is not full of 
the chirping of insects, the song of birds, 
the murmur of water. Teach a child to 
love nature, and the chances are greatly in- 
creased that he will grow up a good citizen. 
Pullman, the inventor, said: "I have flow- 
ers in front of every home in this city of 
Pullman ; their civilizing influence reaches 
through the mothers and the children to the 
fathers." 

Children should be taught the names of 
the various animals and plants of their 
neighborhood — the birds, trees, shrubs, 
flowers, and blossoms — and facts about 
them. They should be led intelligently to 
watch the spider spin his web, the ant dig 
in the ground, the bird build her nest ; to 
wonder at and revere the spark of life in 
every insect ; to look up at night and see 
the splendor of the sky. As Emerson says, 



vi Teachers' Manual 

''If the stars appeared only once in every 
thousand years, what a marvel upon marvel 
it would be, how their appearance would be 
handed down from generation to generation, 
and how all the world would turn out at 
their reappearance to see the city of God." 

With intelligent encouragement and di- 
rection, nature will remain a great school- 
house to children, and a 

^^^FreeT^"'^ source of never - failing 
to Children ^^^ wholesome enjoy- 
ment and instruction, for 
she is responsive to children, and it is beauti- 
ful to see how easily they learn of her. She 
has a thousand tongues for little folks where 
she is dumb to the average adult ; but train 
a generation of children to keep in love with 
nature and to commune with her, and she 
will not be dumb to them when they are 
full grown. Nature loves a lover and is 
never done talking to him. When God 
created a flower. He had in His mind a dis- 
tinct thought, and we never fully understand 
a flower until it awakens in us that thought. 

Yet there is danger that in the backward 
swing of the pendulum, too much emphasis 
may be given to nature lessons. We have 
striven in this matter to be moderate, but 



General Introduction 



not too moderate, remembering that there 
are other lines of thought with which the 
little ones should be made acquainted to 
start them rightly. 

The mind and heart of a child of six years 

are not too young to have uncovered in them 

the bubbling springs of 

Scliools ^^^^ philanthropy, patri- 

Sliould Grow ^. ^ , ^ i 

Character ^^i^^' ^^^^ f^^' ^r^^^' 

heroism, religion. It 

would be worth far more than all the dia- 
mond fields of Africa were this thought 
fixed in the mind of every teacher, even to 
the primary classes and the kindergarten : 

The school that does not grow character 
is a failure. 

Truthfulness, honesty, loving others, liv- 
ing for others, self-denial, self-dependence, 
capacity for prolonged effort, patience, obe- 
dience, humility, courage, true heroism, 
love for home, love for parents, love for 
country, all should be woven on the loom 
of the school into the texture of the minds 
and hearts of children. 

It is not diflScult to get the children, even 
in the primary class, to help make the 
neighborhood prettier by now and then 
planting an acorn or other seed of either 



viii Teachers^ Manual 

tree or flower ; to decorate the classroom 
with flowers or leaves ; it is even feasible to 

have them form little 
Beginnings of a ^j^^s for good works ; as, 
Public Spirit . x ,i . !• 

against cruelly treating 

birds or other dumb creatures, against throw- 
ing paper on the sidewalks; to gather flowers 
for the poor, for hospitals, for jails — to try to 
make somebody happy. The aim should be to 
make real love the actuating motive, some- 
thing more than pity, something much more 
than a desire for praise. Pupils should act 
out the sentiment taught. Doing grows 
character. It is the nature of truth to be 
self-evident to any one up to its own level. 
Hence the growth of the inner nature — 
character — is the chief object to be aimed 
at in education. 

Of course, care should be taken not to let 
the child gi-ow morbid or over-anxious 
about such things. Very much in this, as 
in all lines of teaching, depends upon the 
tact, that is the common sense, of the 
teacher. 

It is helpful to fasten proverbs that inspire 
hope and courage in the pupil's mind ; as, 
*' Great oaks from little acorns grow ; " *' Do 
your best, angels can do no more ;" ** Many 



General Introduction 



small raindrops make large farm crops ; " 
*' Little helpings make great helping." 

Teachers should keep in mind such 
thoughts as this : As public schools are sus- 
tained by the state, the state has a right to 
expect, as the product of schools, good citi- 
zenship. And this : He who does some- 
thing, be it ever so little, toward making 
the neighborhood in which he lives cleaner 
or better is laboring to make the world a 
better place in which to live. 

While we remember that the flag is a 

symbol, and that a symbol can be made a 

way of teaching patriot- 
Of Patriotism . ^ . , , ^ f^- 

ism, we should not forget 

that the flame of patriotism is not often 
lighted by abstract thought, or by compulsory 
saluting of the flag — these are e/ficient, but 
not si^/ficient. Nothing teaches like life ; 
much use should be made of biography. 
To love things that are right, to love 
country, a pupil n\ust be made to see that 
righteousness, patriotism, heroism, are lov- 
able. One living example of a hero who 
made tremendous sacrifices for the flag 
will do more toward teaching the child 
patriotism than days spent in attempting 
to enforce abstractions about patriotism. 



Teachers^ Manual 



Children, more than adults, are taught by- 
living examples. 

Every teacher should master the art of 
story-telling — the stories should talk ; it is 
easy to overmoralize. Many stories of pa- 
triotism are suggested in the ** Teachers' 
Manual." But, above all, the teacher must 
he to the children the embodiment of pa- 
triotism. He must burn who vrould set 
others on fire. A true teacher is worth 
many books ; nothing teaches like life. It 
is said that a cannon must be a hundred 
times heavier than the ball it throws. 
Much, very much, depends upon the char- 
acter behind the words the teacher speaks. 
A teacher must be what she would have the 
children think she is, and what she would 
have the children be. Generally speaking, 
truth can only be taught by those who live 
it. In the second and the other more ad- 
vanced Readers of this series, the pupil 
should be made to understand clearly the 
position his country has in the world, what it 
is, and what it has done ; that is, a rational 
basis must be given for patriotism. 

Above all, as Bolingbroke has put it, *' Pa- 
triotism must be founded on great principles 
and supported by great virtues." Children 



General Introduction 



should be taught these principles and these 
virtues. Mere sentiment is an uncertain 
foundation to build upon. It also should be 
made clear to pupils in just what sense it is 
true that the whole world is ' ' my country 
and all peoples one family." Avoid the pa- 
triotism that narrows sympathies, and 
would build up our own country by the 
injury or ruin of others. The Golden Eule 
applies to nations as to individuals. A 
strong motive for the exaltation of our 
own land should be that we thereby may 
be a help and inspiration to all other 
nations. 
No better service can be rendered a child 

than to give him noble 
Of Religion , i,^ ^ . • i. . j 

thoughts of his being and 

of his destiny ; thus you hitch his baby-cart 
to the inner, the unseen, the truest of all 
forces. Ethical truths should be given re- 
ligious sanction. 

The state trusts to an oath ; that is, to an 
appeal to God. It is then reasonable that 
schools supported by the state should help 
to grow men who will respect their oaths. 

Pupils should be imbued with a deeply re- 
ligious sentiment, a spirit of reverence. In 
this series of Readers we seek to do this in a 



xii Teachers' Manual 

way that most carefully avoids dogmatism 
and all sectarian instruction. 

As an example, there will be found in the 
First Reader, on page 20, a lesson that tells of 
Washington, in the woods at Valley Forge, 
praying for his fellow soldiers and for his 
country. Who can object to telling children 
this historic fact ? The story teaches the 
idea of God, the idea of prayer, and the idea 
of love for man. There is much in the Bible 
itself which can be taught as literature in a 
way that should not give offense to any 
reasonable person. True religion is simple 
and altogether reasonable. It is being right 
and doing right with a right motive. A 
school that trains its pupils to love un- 
selfishly and to show this love in acts has 
progressed far in becoming a truly religious 
school. 

On these and similar lines it is easy to find 
common religious ground where Protestant, 
Catholic, and Jew alike can stand. 

In the notes for the various lessons of the 
First Reader given in this manual, the above 
thoughts are illustrated in many ways. It 
is hoped that the teacher will study carefully 
the notes for each lesson. The coming of a 
teacher before her class, even tho it be a 



General Introduction 



primary class, should be a matter of careful 
preparation and of serious thought. 

The first step in this teaching is to train in 
the ability to detect and produce each of the 
sounds that make up the 
The Exact spoken English languae'e; 
Pronunciation ,^. ^, . ^ , ^i 

of Words ^^^ ^^^^ "® done thor- 

oughly and the pupil has 
taken a long step toward becoming a good 
reader, a good speller, and, incidentally, a 
good talker. 

The drill in phonetics should begin early — 
in the kindergarten is not too soon ; even 
better were it to begin in the nursery. Effort 
should be made to detect and overcome every 
defect in the action of the organs of speech, 
as drawling, stammering, weakness of voice. 
Suggestions which it is believed the teachers 
will find helpful to secure these results will 
be found under these notes to teachers. 

With a large proportion of children, certain 
sounds are produced with difficulty. A 
teacher should be able to detect whether the 
trouble is in the vocal cords, tongue, or lips. 
Let the drill be patient and persistent on 
those sounds which are defective. The skil- 
ful teacher will use different devices with 
different scholars, and with the same schol- 



xiv Teachers^ Manual 

ars at different times. Eemember, the 
shortest road is still a hard road ; there is 
no excellency, here as elsewhere, without 
great labor and the exercise of will-power, 
endurance, and patience by both teacher 
and pupil — nor icould it he well were it 
otherivise. 

For the correct ase of tongue, lips, teeth, 
breath, vocal cords in giving the sounds, 
carefully prepared directions will be found 
under the various lessons in the First Reader 
or in the accompanying notes. These 
directions are in harmony with those given 
by Alexander Melville Bell, and have been 
passed upon by Prof. F. A. March, LL.D., 
who was the Chairman of the Committee of 
the American Philological Society, which 
led in the development of the Scientific 
Alphabet. 

For drill in phonetics and for pronuncia- 
tion, we have chosen in this series of Readers 
the Scientific Alphabet. 

For simplicity, exactness, and thorough- 
ness in training the pupils to pronounce the 
sounds of the language, 
Tlie Scientific ^^ system of diacritics 
Alpliabet » , 

compares for a moment 

with this alphabet, invented and recom- 



General Introduction 



mended by the philological societies of Eng- 
land and America. The powers of the let- 
ters of this alphabet are similar to those 
used in the orthography of the United States 
Board of Geographical Names, by the Royal 
Geographical Society of England, in the 
pronunciation of the great Oxford Historical 
Dictionary, and in the Funk & Wagnalls 
Standard Dictionary Series. Through it, for 
the first time, is supplied a strictly scientific 
series of diacritic markings. Dr. March has 
been consulted at every step in the use, in 
this First Reader, of the Scientific Alphabet 
in the Pronunciation Drills, or drills in 
phonetics. 

There is no definite relation between the 
name of a letter and its sound in the ordi- 
nary spelling, hence it is that the common 
alphabet name should not be the first taught 
to a child learning to read, as this leads to 
confusion, for a letter in 

Al'hTbe't *^® common alphabet 

often stands for many 
sounds. This confusion of symbols and 
sounds in the common alphabet makes an 
appalling difficulty for young children, ' ' los- 
ing," as says United States School Commis- 
sioner Harris, "two years of the child's 



Teachers' Manual 



early school life." At the very best it is an 
enormous draft on the energy of the 
child to learn to read. Sweet charity, if 
nothing more, should make us enthusiastic 
for everything that simplifies this task. It 
is maintained by educators that the child, 
during his first seven years, learns more 
facts than in all the rest of his life. It is ex- 
ceedingly unfortunate that a child should 
be compelled to waste so much of his time, 
at this most important period of his life, 
in trying to master the spelling of English 
words — a task that receives its whole sig- 
nificance from the fact that the language is 
not phonetic. 

Let it be remembered that the Scientific 
Alphabet is used in the First and Second 

Eeaders of this series 

Used Only ^^^y for pronunciation 

Pronunciation P^rposes, and is always 

printed in red ink, while 
the common alphabet is always printed in 
the color usually seen in the books and 
newspapers. In this way the pupils will 
distinguish at a glance which are the letters 
of the Scientific Alphabet. This is the first 
time this alphabet has been used in any 
series of readers. 



General Introduction 



There are many advantages in having a 
pupil first learn the fixed symbols that stand 
for the sounds in spoken English. After 
the pupil has mastered these sounds of the 
Scientific Alphabet, and fixed their unvary- 
ing symbols in his mind, he can then with- 
out confusion proceed to master the hun- 
dreds of equivalents of these symbols which 
are to be found in the common spellings. 
For example : in the Scientific Alphabet 6 is 
the unvarying symbol for the sound of the 
vowel o in no ; in the common spellings the 
sound is expressed by many symbols and 
combinations of symbols, as o^v in know, 
eau in beau, oe in foe, oa in boat, ew 
in sew, ou in soul, oo in floor, ougb in 
tbongb. (See the Table of Equivalents in 
the Appendix of the First Reader.) 

The variations and vagaries of the com- 
mon spellings are so confusing even to 
grown people that a child 
One Sound, should not be taught them 
One Sy^j^^j5 until after he has fixed 
^ne^S^nd' ^^ ^^^ mind the actual 
sounds that make up 
English words and has tied these to unvary- 
ing symbols — one sound for each symbol, 
one symbol for each sound. The mind of 
2* 



Teachers' Manual 



the child then has something fixed to tie to. 
Any other system is needless torture to little 
folks, and a waste of time. 

This is the way music is taught — first 
the sounds, then the symbols of the sounds, 
and then the variations. The variations of 
*'America"or ''Home, Sweet Home" are 
never taught first. 

We have sought in every way possible to 

keep the training in phonetics as far from 

drudgery as possible, striving to make it a 

delight to both pupils and 

J^^\^^ ^ teachers. Let it always 

Royal Road . , • n ^, ^ 

be borne m mmd that 

there is no royal road to exact pronunciation 

and orthography other than this : (1) To train 

the pupil to detect and produce each sound 

in the language ; (2) to fix in his mind an 

unchanging scientific sign for each sound ; 

(3) to fix in his mind the equivalents in the 

common spelling for each of these signs. 

It is urged upon the teachers to require 

the children, beginning with the latter part 

of the First Reader and continuing through 

the Second Reader, to make on slate, pad, 

or blackboard each symbol of the Scientific 

Alphabet until they are able to recognize it 

without thought. It may be well to have 



General Introduction 



thein write the scientific symbols for the 
different sounds over words written in the 
common alphabet ; this they should do on 
their pads or slates or on the blackboard. 
It will be found that this course will teach 
not only pronunciation in an independent 
way, but also the common spelling. The 
aim throughout this series of Readers is to 
lead to exact pronunciation, and to reading 
by the sense, and, in the end, to good spell- 
ing, while in every lesson the thought is 
kept in mind that education is control and 
development of the organs of the body 
and mind, with instruction and character- 
building. 

The scientific symbols that have been 
chosen for these sounds are so like those of 

the common alphabet 
Common Al- ^^^^ ^^^ ^^ ^^^^ ^^^ ^^ 
pbabet Ctuickly ^, ,, ^ .,. 

I^earned ^^® ^^^^"^ ^^^^ ^^^^ ^<^ 

trouble. No effort need 

be made to teach the common alpha- 
bet. Before children have finished the 
First Reader, it will be found that they 
have ** learned their letters," and then the 
letters can easily be put in their alpha- 
betical order. It has been demonstrated 
that those taught to read by the Scientific 



Teachers^ Manual 



Alphabet learn both this method and the 
method of reading in the common spelling 
in less time than they are able to learn to 
read otherwise, because, being familiar with 
the phonetic symbols, the variations from 
them will attract attention and fasten them- 
selves on the memory. 

In reply to a question touching this point, 
School Commissioner Harris fully indorsed 
what is here said, and 
Commissioner added: ^'I am glad that 
Harris' x.. 

Judgment ^""^ ^^^ gettmg out a 
Reader in which you 
give emphasis to the importance of pho- 
netics. I think that the use of a phonetic 
alphabet would help forward the work of 
teaching English in Porto Rico and Manila." 
Mr. Harris accompanies his letter with 
the following description of a conclusive 
experiment which he made when superin- 
tendent of the schools in St. Louis : 

"The silent letters in the language were printed in 
hair-line type (skeleton type); the other letters were 
printed in type of a modified form, showing by the 
modification the sound of the letter used. This alphabet 
of modified letters amounted to some seventy or seventy- 
five characters, but when the sound of a character was 
once learned, the child, on seeing the letter again, could 
be sure that it represented the same sound as before. Pre- 



General Introduction xxi 

vious to the introduction of the new alphabet, the children 
required a year to finish the First Reader and another 
year to finish the Second Reader. No child began the 
Third Reader before the third year. With the new alpha- 
bet two books were printed instead of one (a Primer and 
a First Reader), doubling the amount of reading matter. 
One hundred and fifty primary teachers commenced 
teaching the books printed in Dr. Leigh's type at the be- 
ginning of the year, and in ten weeks' time all reported 
the Primer finished and well learned. A second ten 
weeks finished the First Reader with similar thorough- 
ness. In the second half-year the entire Second Reader 
was finished by many pupils and at least one-half of it by 
all. The bright pupils, who were promoted from class to 
class and not kept back for the dull pupils, were found 
to be able to complete in the first year the Primer and 
First Reader in Leigh's type and the Second Reader and 
one hundred pages in the Third Reader in the ordinary 
spelling. This showed a saving from one and a half to two 
^ years in learning to read. It was found, moreover, that 
these children not only learned to read rapidly, but that 
they learned to spell the ordinary spelling much more 
correctly than other pupils. This was due to the fact 
that they noticed the silent letters more carefully. The 
children learned logical habits of analysis and were more 
intelligent in regard to the meaning of what they read 
than others. This system was used about twenty years 
under my observation, and is, I doubt not, still in use in 
St. Louis. It was noted that the children found learning 
to read so easy a task by Leigh's method that they took 
more pleasure in reading books and newspapers at home, 
and yet Leigh's system would be called a very difficult 
method of learning to read as compared with any per- 
fectly phonetic alphabet; for the phonetic alphabet for 
English should have only forty letters, while Leigh's 



Teachers' Manual 



alphabet had more than seventy. Leigh's alphabet was 
intended only as a transition alphabet, to be used in 
learning how to read the ordinary spelling. It was seen 
that the child could learn the forms of words by the 
phonetic system first and then recognize the words in 
their ordinary spelling by their general resemblance to 
the words printed phonetically. 

" American children are thus weighted with the heavy 
load of learning the spelling of words written without 
regard to any consistent system. It is not strange that 
they are not able to make so rapid progress as German, 
French, and Italian children, who are taught [more] con- 
sistent systems of orthography. It should be mentioned 
that the spelling of the Spanish, French, Italian, and 
German languages has been modified from time to time 
and simplified by national academies or commissions of 
learned men acting under government sanction." 

Make no attempt to load the child's mem- 
ory with rules for pronunciation. When he 
has mastered the signs and sounds that make 
up the Scientific Alphabet, he has mastered 
practically and scientifically the art of pro- 
nunciation, and has laid the surest of all 
foundations for expertness in common spell- 
ing. The general introduction of teaching 
of this kind in the schools of our country 
would be the death-knell of provincial pro- 
nunciation, of dialects. 

The teacher herself should thoroughly 
master the sounds of letters ; that is, be an 
expert in phonetics. No teacher would 



General Introduction 



think of teaching a child to read until she 
herself had mastered the common alphabet ; 
and yet that would be no more unreasonable 
than for her to try to teach phonetics with- 
out having trained herself to detect and 
produce each sound of the language with 
facility and accuracy. 

It is sometimes objected that to build the 
lessons on a phonetic plan in a First Reader 
gives stiffness to the lesson. This need not 
be so any more than rime or meter must 
necessarily make poetry stiff. In addition 
to the simplicity and accuracy with which 
the Scientific Alphabet gives pronunciation, 

it familiarizes the rising 
Line of I.east generation with the forms 
Resistance , . , t , i , 

which words would have 

were our language spelled phonetically ; that 
is, scientifically. The pupils thus prepared 
will not be shocked, when full grown, at 
any step it may be found necessary to take to 
simplify spelling in years to come. It thus 
becomes a kind of flank movement of sim- 
plifying spelling ; it is in the line of the least 
resistance. 

In teaching sounds and fastening them on 
the memory in the First Reader, we have 
had recourse to music specially prepared 



Teachers' Manual 



by musical experts for this purpose. Chil- 
dren love music. Rhythm and rime greatly 

assist the memory. It 
Music Helps ^.iii |3^ g^^^ ^1^^^ ^ g^^g 

Memory . ... .^, 

of music IS given with 

each lesson and that all the staves under 
one group of sounds make a complete song. 
In the first part of the First Reader the 
vowels in their order are given for drill. In 
the second part the lessons are primarily a 
drill in consonant sounds. The object is to 
have the children, by the time they have 
finished the book, masters of the sounds that 
make up the language, with the exception 
of several diphthongs which are taught in 
the Second Reader; 

The mottoes or sentiments in smaller type 
in the lessons of the First Reader are not to 
be read by the pupil, but are to be read by 
the teacher, and the thoughts explained ; 
proverbs are often the bottled wisdom of the 
ages, and it is a gain to have them fastened 
in the mind at an early age. The teacher 

will be greatly pleased to 
Mottoes to ggg Yiov7 many of these 
Be Elxplained ,, , , 

mottoes have been com- 
mitted to memory without effort by the 
pupils. The explanations and other talks 



General Introduction 



by the teacher should not be left to impulse 
or the inspiration of the moment, but be 
carefully prepared. Each motto contains 
words that embody the sounds of the lesson 
in which it appears. 

It will be found of great advantage after 
the pupils have read through the iirst part 
of the First Reader for the teacher to begin 
all over again and have the pupils read also 
the motto lessons, and answer questions as 
to their meanings. 

Franklin was not amiss when he said that 
in teaching it is well to see that the chil- 
dren's minds are stored with wise maxims 
and proverbs. 

All the pictures have been drawn or 
painted with skill by able artists to illus- 
trate the lessons ; the aim has been to help 
fasten thought, not simply to make a 
picture. Each picture 
Tlie Pictures ^^^ j^g j^gg^^ together, 
Help Tliought xu ^ +1. Tr 

SO that the pupil's eye 

helps the ear to give the mind the idea, 
for it must never be forgotten that the 
natural way for a child to learn words is 
by trying to understand or tell a thought. 
Do not attempt, especially in the First 
Reader, to have the pupil learn many new 



Teachers' Manual 



words in a single lesson. A great help in 
enlarging a pupiFs vocabulary is to induce 

him to talk and to tell 
Enlarging a ^y^^^^ ^^^ ^^ ^^^ 

Pupil's *= ' 

Vocabulary ^^ on his way to school, 
or to tell any little inci- 
dent or story he has heard or read. In 
aiming to teach children ideas, we should 
keep in mind that they grasp ideas 
quickly, and are pleased when they have a 
new idea, and that the remembering of a 
word is incidental. 

Train the children to think. This is a 

chief object of education. Encourage in 

every way original thought. Ask the pupils 

what water is good for, 

Train to ^j^^^ ^^^^ ^ ^^i the 

air moves, what are the 
sounds made by different familiar animals, 
and have the children try to imitate certain 
of these sounds. Have them give the names 
of different birds and flowers, and describe 
them. 

Seek in every way to develop the creative 
faculty — originality, invention, initiative. 
To this end have the children use dough, 
putty, clay, peas. With a little encourage- 
ment they will make many original forms 



General Introduction 



that will show thought and inspiration. 
Visit with the pupils carpenter shops, black- 
smiths' shops, paper-mills, foundries, rope- 
walks, glass- factories. Show them how 
things are made. Have them cut tools out 
of paper ; this will help familiarize them 
with their shapes and names. Pupils three 
to five years old do this in the kindergarten 
schools. Have them make pictures giving 
the different shapes of leaves of trees, as oak, 
beech, cherry, peach, birch, sycamore. The 
aim should be to let the children do much of 
this work themselves; this will quicken orig- 
inal thought. To teach knowledge is of 
secondary importance, to teach independent 
thinking is of chief importance. 

It is desirable, in every way, to avoid con- 
fusing the mind of the child ; his atten- 
tion should be fixed on only one thing at a 
time. The child should be permitted to 
learn incidentally many things. No special 
effort in the First Reader 
How Script Is ig ^^^^ ^^ ^^^^Yi script. 

to Be Tauglit _,, , . o • 4. a i i 

The entire Script Alpha- 
bet is given on the page opposite the first 
lesson. To mingle it with the print letters 
on the lesson pages confuses the eye of the 
child and divides attention. These letters 



xxviii Teachers' Manual 

are made so nearly like the print that a child 
learning the one will learn the other. The 
teacher will find no difficulty in using the 
script on the blackboard, and the child will 
quickly fall into the way of using it in 
slate or pad exercises. In this way the 
object aimed at by lessons wholly or in 
part in script can be equally well secured, 
and with far less confusion to the pupils. 
Besides, it is well to remember that a child 
has occasion to read the printed page one 
hundred times at home to once the written 
page. 

A child must learn prolonged effort and 
hard work — to dig ; that is, patience and 
perseverance ; the work can be made a 
pleasure if the teacher has tact and enthusi- 
asm and knows how to inspire pupils. Yes, 
make the lesson pleasant; still we must never 
forget that an essential part of education is 
to learn to do that which 
Teach Cliildren ^^ ^^ ^^^ jij^^ to do. 

to Do Tasks . ^ xi ^ 

Any system that secures 

knowledge to a child without work is likely 
to be hurtful and end in degeneration — 
we may easily overdo the pleasure side of 
learning. The predigestion of food may be 
carried so far as to undermine the tone of 



General Introduction 



the stomach. Of course, every right-minded 
educator will consider the kindergarten an 
indispensable aid, but the true measure of 
its worth is its power to impart to its pupils 
such qualities as these : independent think- 
ing, self-dependence, self-control, patience, 
courage. 

Here are a few commonplaces — are they 
commonplaces ? — which will commend 
themselves to every teacher : 

Cultivate sympathy and imagination — 
the ability to put yourself in the pupil's 
place, and feel as he feels. 

Never forget that the highest aim of the 
teacher is not to give knowledge, but to give 
character. Eemember 

Sow thought, reap act; 
Sow act, reap habit; 
Sow habit, reap character. 

Character is the end of the chain of 
which thought is the first link. 

See that the pupil is kept interested 
while he is learning the drills in sounds, but 
see that what he learns is worth learning. 

Distinguish between simplicity and 
simpleness ; there is such thing as sensible 
simplicity. 



XXX Teachers' Manual 

On the one hand, avoid teaching rude- 
ness ; on the other, namby-pambyism. 

Eemember that the best teaching is to 
teach the child to be a self -teacher. 

Keep the pupil from forming the habit of 
introspection, self- watching, self -conscious- 
ness. Do not tell the children that you are 
trying to give them a clear or strong voice, 
that you are trying to get them to pro- 
nounce or read with precision. Go to the 
other end of the room and have the pupil, 
without raising his voice, talk so that you 
can understand every word he says. A 
piano or tuning-fork can give the key for 
the pitch of the voice. Do not say to the 
child, "Now repeat that word again; this 
sound is not quite clear," but tell the child 
you did not quite understand. Put the 
question to him that will cause him to give 
emphasis on the sound that he slurs or gives 
wrongly. 

Teachers, study tact, tact, tact. 

Be patient, above all, with any sincere 
effort on the part of the pupils. Encourage- 
ment and sympathetic assistance rightly 
applied will often prove of lasting value. 

Never forget that in moral and religious 
education almost everything depends upon 



General lutroduction 



the teacher. The stream can not go above 
the source. The teacher is the source. 

I am much indebted to Montrose J. 
Moses for assistance in giving final verbal 
shape to much of the First Reader and of 
this accompanying Manual. During the 
last year of their preparation he has been 
my constant helper. In the earlier stages 
of the work on the First Reader, large credit 
is due to Mrs. T. H. Roberts, James C. 
Fernald, and H. C. Rankin. Much helpful 
advice has been received from Francis A. 
March, LL.D., of Lafayette College, and 
scores of other prominent educators, and 
from many principals and teachers in 
schools in this country and Canada, also in 
schools in England and on the Continent. 

I. K. Funk. 

March 20, 1902. 



Teaciiees^ Manual 



LESSON I 

The Sounds Taught : The first lesson 
introduces the vowel sounds a, a ; always 
speak of these sounds as "ah short," as in 
so^-fa, and "ah long," as in arm (see Sci- 
entific Alphabet in the Appendix of the 
Keader, page 106, and the list of long and 
short vowels on page 63 of the Eeader 
proper) ; a short appears in the unaccented 
syllables of pa-pd^, ma-ma'; d long in the 
accented syllables. Preferably the final syl- 
lables in pa-pd^, ma-md^ are accented. 
Guard the pupil against vulgarisms, such as 
' * popper, " ' * mommer. " 

By free use of the blackboard there may 
be further drill in a short as it appears 
in the unaccented syllables of a-live', 
a-wake', a-vray^; and in d long, in bdr, 
cdr, fdr, stdr. These words should be 
printed upon the board, and the a and d 
letters written with colored chalk. 
1 



2 Teachers' 3Ianual 

If care be taken to avoid drawling, the 
vowel may be made emphatic by break- 
ing the vowel sound thus, Cd-arl=Carl, 
ba-ar=bar, etc. The teacher should note 
that the vowel sounds a, a, are the saTiie 
sound, only one is short in voice-effort and 
the other long ; the organs of the mouth 
must be held in the same positions in ma- 
king both of these sounds. In this and 
subsequent Pronunciation Drills it will re- 
quire tact to secure the proper positions of 
the organs, and at the same time to avoid 
self -consciousness on the part of the pupils. 

Tlie Tlioug-ht : Eead by sentences, not 
by words separately, keeping the mind fixed 
on the thought of each sentence; and let the 
drill always be kept subordinate to the 
thought ; the drill, however, must be prac- 
tised until mastered. The sentences of the 
text may be varied, as "Papa, good-by"; 
"Mama, good-by"; "Good-by, girls"; 
"Good-by, boys." 

Articulation : Avoid loudness, and in- 
sist on clear articulation. Go to the opposite 
side of the room from the pupil and ask : 
" To whom did you say * good-by ' ? To your 
sister 9 " See that the pupil's reply is clear 
and distinct. Put question after question 



Lesson I 3 



suggested by the lesson, and do not permit 
any false or undue raising of the voice in 
the answers. This method will help to give 
clearness and a carrying power or intensity 
of tone to the voice. Strive to cultivate in 
the pupils a pleasant, sweet conversational 
tone of voice. 

music: To impress the sounds further, 
two verse lines with words containing the 
vowel sounds are set to a simple and bright 
tune. These lines and the ones succeeding 
will, at the end of the '' A " sounds, make a 
complete song. The singing will be found 
an effective and a pleasing way of rehearsing 
and fastening the sounds of the lessons in 
the memory. The lines of the preceding 
lessons are to be sung with the lines of each 
day's lesson. Be sure that the tune is sung 
and not shouted, and that the tones are pure 
and pleasant. For the completed song see 
Reader, Lesson XV, page 23. 

Consonants and Words : Give no 
special attention at present to consonants. 
Teach " see" and ^' good-by " as wholes, but 
indicate that "good-by" is formed of two 
words. 

mottoes : The following motto contain- 
ing other examples of the a sound may be 



Teachers' Manual 



useful, and it would be well to print it upon 
the blackboard : 

Carl and Margie start to school ; 
" Never tdrdy " is their rule. 

In this and succeeding lessons the mottoes 
are to be read and explained by the teacher 
to the class, and after a few repetitions 
the teacher will often be surprised to find 
that the children thus have learned the 
mottoes by heart. 

Expression: Clear thinking must pre- 
cede and accompany right utterance. See 
that the pupils think the thought in each 
word and sentence, before attempting to 
speak it. Questions rightly chosen will help 
this. When practicable, have the thought of 
the sentence acted out by the pupils, as by 
waving hand or handkerchief for '' good- 
by^^ in this lesson, and by ''playing cars'"* 
in Lesson III. If convenient, have the 
children play "going to school,''' one of 
them to be the papa, another the mama, 
and the others to pass before them, waving 
their handkerchiefs and saying * ' Good-by , 
papa," * "Good-by, mama." Watch for errors 
in emphasis and enunciation ; correct by 
questions, as "John, what was that you 
said ? " If he gives a sound incorrectly, the 



Lesson I 5 

teacher should, in some question, give the 
sound correctly, laying emphasis on the 
word or sound defectively uttered by him. 
Enlarge the Pupil's Vocabulary 

by leading him or her to talk on the thought 
of the lesson, ''going to school"; as, Ques- 
tion: "William, please tell us somethings 
you saw on your way to school this morning." 
Answer: "Horses, wagons, cars, trees, peo- 
ple." "Mary, can you tell us some things 
we do in school?" etc. This will encourage 
close observation. The picture in the lesson 
may be used to advantage. Have the pupils 
repeat the story it suggests — how every 
morning papa and mama come to bid Carl 
and Margie (preferably these names, as they 
contain the u sound) good-by when they go 
to school ; how they go early, not wishing 
to be late, etc. Call attention to the flowers 
and other details in the picture, and draw 
from the pupils as much individual thought 
about the picture as possible. 

Stories: Interest the children with 
stories suggested by going to school ; as, 
how President Lincoln was too poor to go 
to school ; walked ten miles to get a book, 
and had no light to study by, save that of a 
log fire ; President Andrew Johnson did not 



6 Teachers' Manual 

learn to read until he was twenty-six years 
old ; JEsop was a slave in ancient Greece, 
and yet became a very wise man, writing 
what are known as " ^sop's Fables." En- 
courage the pupils to tell these stories at 
home and to other children. 

If simply told, the following story may be 
used to advantage, in connection with the 
motto : Daniel Webster, when a boy, once 
became tired of school, and so was told by 
his father that he need go no more, but as 
there was a ditch to be dug in one of the 
fields, Daniel could stay at home and dig it. 
After a day or two of hard work in the 
ditch, Daniel thought that he would rather 
go to school, and so told his father. He be- 
came a very learned man. Do not empha- 
size too much the moral of a story. 

The Teaclier : The teacher should have 
a definite plan, as to the manner of treat- 
ment, for this lesson and for each lesson to 
follow. Upon her rests the task of making 
the text of the lesson interesting and in- 
structive to the pupils. The text is to be 
read by her to the class, and then the points 
are to be enforced. The notes given in this 
Manual are to be considered only as sug- 
gestive. 



LESSON II 



Pronunciation I>rill: The drill on 
the a and a (short and long " ah") sounds is 
continued. The teacher should remember 
that every sound in the Scientific Alphabet 
has but one sign : one sign, one sound ; one 
sound, one sign ; therefore, in each lesson, 
the symbol for the sound should be familiar- 
ized. If convenient, have red chalk for 
making scientific letters upon the black- 
board. Attention should be given to the ac- 
cented syllables found in each word of the 
Pronunciation Drill. In addition to the ac- 
cents, words of more than one syllable are 
separated by hyphens into their respective 
syllables. Review the drill of the previous 
lesson. See that there is accuracy and clear- 
ness in enunciation, so that every sound 
when pronounced is heard across the room, 
the pitch of the voice being kept natural. 
. Natural Pau§es : In this and in nearly 
all of the succeeding lessons, the object has 

(r) 



8 Teachers^ Manual 

been to end a reading line in the text on a 
natural pause, thus making it easier for a 
beginner ; for this reason the lines are in 
many cases made quite short. 

The Teaching of ^e^w Word§ 
and of Thong^ht : Care should be taken 
that the meanings of the new words in the 
large type are imderstood, and that such new 
words are rightly used, by one or more of the 
pupils, in original sentences. The teacher 
should be patient with the pupils in forming 
these sentences, giving help when needed. 
Do not fail to see that the pupils think the 
thought ; then the word usually comes with- 
out effort. This is the natural way of teach- 
ing language to children ; the child learns 
words by trying to tell or understand some 
thought. Make no attempt to teach any 
words in this lesson except those in the 
large type, and teach them as ivholes. To 
make sure that the pupil understands what 
has been read, carry on a conversation 
somewhat after the following manner : 

Teacher : *' Where are mama and papa ? " 
Pupil : ''In the parlor." Teacher : " Who 
are in the parlor ? " Pupil : ' ' Mama and 
papa." Encourage the children by asking 
such questions while in the classroom. 



Lesson II 9 



Such an analysis will show whether or not 
the meaning of the sentence is understood. 

Blackt>oard : It will be well to place 
the new words used in this lesson on the 
blackboard, in new sentences; as, ^'I see 
Margie by the sofa in the parlor"; ''Papa 
and mama sit on the sofa,'* etc. 

Mu§ic and Picture: In the music, 
the a and d sounds are used; the music- 
line, at the bottom of the lesson page, is to 
be practised and sung in connection with 
the music-line of the previous lesson ; re- 
member that these music-fragments are 
parts of an entire song, which in its com- 
plete form contains examples of all the 
sounds of the letter "A." (See Eeader, 
page 23.) The details of the picture should 
be discussed, and a story told, emphasizing 
affection among people, and also of people 
for the lower animals. Tell the story of 
Dr. Abernethy, who was a great physician 
in England. One night he fixed the broken 
leg of a strange dog. The next night the 
same dog brought to the doctor another dog 
that was sick, and scratched at the door till 
the doctor's attention was attracted. The 
doctor came out and tenderly cared for both 
patients. The best of all ways to teach 



10 Teachers' Manual 

kindness and politeness is by being kind 
and polite. Life far more than speech 
teaches, especially children. Be what you 
would have your pupils be. 

Motto : In repeating the motto, encour- 
age the children to tell why they love their 
papas and mamas. In the little verse, the 
last line, " Mama,'' has been substituted for 
the original, '* My mother," for the sake of 
the a and d sounds. 

Action : Have the pupils act the lesson. 
When the words ''I see mama," etc., are 
read, have them wave their hands, and let 
them ' ' play family. " 

Sources : The teacher must not hesitate 
to seek help from every source, and not 
try to be as wholly original as the quaint 
Scotchman said Gladstone was — '*a greater 
statesman than Moses, for Moses got the 
laws ready made from God, but Gladstone 
got his ' hoot ' of his own head." 

Home : Enlarge upon the thought that 
" home is home, tho it be ever so homely." 
" Home, Sweet Honie," could be sung to 
the pupils. Tell the story of the author of 
this song, J. Howard Payne ; how while 
wandering homeless in Paris one evening, he 
heard the strains of this music. 



LESSON III 



Pronunciation Drill: The a sound 
is continued. Be sure that the pupil does not 
merely memorize the words ; see that the 
meaning of each word is grasped. (Do not 
forget that children learn language, not by 
committing words to memory, but by trying 
to understand and to express thought ; try 
to have the pupils use the words of the 
lesson in sentences other than those given 
in the text.) The motto likewise contains 
words with the a sound ; such words must 
be emphasized, as part, licart [ea=a]. It 
will be found advantageous to have the 
pupils attempt tracing the letters of the 
Scientific Alphabet as they appear in each 
lesson. Tracing-paper may be used at first. 
Give on the blackboard additional words 
with the a sounds, as drm, mdr'-ble, harp, 
etc. 

(11) 



1^ Teachers' Manual 

Action : As the words ' ' Hark, the cars " 
are uttered, have the pupils place the right 
hand to the ear as if listening and act as tho 
the cars were coming ; but strive to have 
the pupils avoid self-consciousness. The 
pupils will be amused by this simple action, 
and will catch more fully the meaning of 
the word ''hark." 

The Picture: Questions should be 
asked about the picture, encouraging close 
observation; as, ''How many things do 
you see in the picture?" "What story 
does the picture tell you ? " etc. Ask what 
sound a railroad train makes. 

Stories : Do you not think that you 
could tell the following story in language 
so simple that your pupils will understand 
it and repeat it at homer Stephenson, the 
inventor of the railroad, was made fun of at 
one time by a member of Parliament, who 
said, "Suppose your cars, going fifteen 
miles an hour, should meet a cow ? " He 
answered, ' ' My lord, it would be bad for the 
cow." Tell of James Watt and the reputed 
story of the tea-kettle lid — of the time when 
there were no cars, only stage-coaches, etc. 
See "St. Nicholas Song Book," page 55 (The 
Century Co.), for a song, "Riding on the 



Lesson III 13 



Kail," which is full of action and heartily 
recommended. 

Click-e-ty, clack-e-ty, how the wheels run ! 
Crick-e-ty, crack-e-ty, isn't it fun ? 
Rushing thro' bridges and over the streams, 
Seeing the country hke so many dreams. 

From " Riding on the Rail." 

I^ingular and Plural: Explain the 
difference between car and cars, girl and 
girls ; and in as simple a way as possible 
show that in these words the addition of s 
signifies more than one ; that while car 
means only one car, cars may mean two 
or more cars, etc. At present, do not teach 
the irregular plurals, as man, men ; goose, 



Mu§ic : In the verse lines accompany- 
ing the music, the a sound is given ; the 
teacher should see that the words contain- 
ing this sound are used apart from the song, 
and in conjunction with the words found in 
the Pronunciation Drill. 

Critic! §111 : Do not permit the pupils to 
laugh over the mistakes of one another. 
Yet remember it is well to have the children 
inured to criticism from others. Teach 
independence ; on the one hand, to avoid 
rudeness, on the other, namby pambyism. 



LESSON IV 



By word-guessing is 
meant that the pupil must supply the words 
suggested by the outline pictures. Many of 
these words contain the vowel sounds pre- 
viously studied. The small outline pictures 
in this and similar lessons will (1) acquaint 
the pupils with the pictorial symbols of 
words already known ; (2) suggest new words 
for drill in the vowel sounds. It will help if 
the teacher reproduces the pictures roughly 
on the blackboard, and directs the pupils to 
call the name of each as it is drawn. The 
merest outline would be sufficient. En- 
courage the pupils to draw the pictures on 
their slates or tablets. Bring out the thought 
of each outline picture, and of each sen- 
tence, by action, by illustration, by all the 
side-lights available. If unrecognized by 
the pupils, give the name yourself of the 
object represented by the picture. Drill in 
(14) 



Lesson IV 15 



the long sound a in barn, cart, Iiarp, 

heart, and other simple words. Note that 
in heart ea=a. 

Tlie ^Vords: The words represented 
by the outline drawings and given in the 
order of appearance in the text are the 
following : ma-md'', pa-pd', Cdrl, Mdr^- 
gie, girls and boys, cdrt, po^'-iiy, arm, 
bdrn, dog, bars, dog and pony. 

The Picture : At the bottom of the 
page a picture is given which is full of ac- 
tion ; see if the children w^ll not become 
interested in guessing what the girls and 
boys are doing. Ask, *'Are they playing 
* tag,' or are they running toward the bars ? ■' 
Continue, " I wonder who will reach the 
bars first," etc. Lead them tactfully to use 
words which contain the vowel sounds of 
the lesson, and to give each sound correctly. 

Script : Those teachers who prefer to 
teach writing the first year may find it well 
to have the pupils begin with this lesson 
to write such words as ma-ma^, pa-pa', on 
their pads or on the blackboard, using either 
the print or script letters as given in the 
Reader, page 8. The script is so nearly like 
the printed letter that the pupils should be 
trained to recognize them as interchangeable. 



LESSON V 



Prommeiatioii Drill : The vowel 
sound g in gslt, gnt, glass, is the a sound 
as in arm, varying toward a in at. Care 
should be taken that a clear, natural, and 
distinct sound is produced. Drill so as to 
bring out clearly the difference between this 
sound and the two previous sounds. As 
suggested before, place new sentences upon 
the blackboard, and introduce into these 
sentences words containing the present 
sound and the previous sounds ; as, 
''Mama, do gnts like the grass?" etc. Be 
sure that there is no repetition of words from 
memory alone. 

The ILesson : Do not teach by phrases, 
as *' a class,^' " the class,'' etc., but tell 
something about the class. The teacher, 
after reading the lesson aloud, should have 
the pupils tell in their own language what 
has just been read. Sometimes the lesson 

(16) 



Lesson V 17 



may be read to part of the class, out of 
hearing of the other part of the class, and 
then one who has heard may be asked to tell 
to the others what has been read. By this 
means the attention is trained and the 
vocabulary enlarged. Many questions con- 
taining the same words should be asked. 
Besides the words in the Pronunciation Drill 
containing the g sounds, the teacher should 
call attention to bgtli and rgft, which ap- 
pear in the text. These likewise have the 
same sound. 

Blackboard and music: As previ- 
ously suggested. 

The Notes to the Teacher: Re- 
member that many things in these notes 
are merely suggestions ; the teacher must 
use her own judgment as to the pupil's 
power of continued attention. A tired pupil 
learns slowly ; a tactful teacher will not let 
the interest of her class flag. 

Picture : This lesson is a nature-lesson, 
based upon ant-life. Tell the pupils of the 
habits of the ants ; the different kinds of 
ants ; how they tunnel ; an ant-tunnel is 
shown at the bottom of the picture ; en- 
trances may be seen on the ground to the 
left of the page showing ants in the act of 
8 



IS Teachers^ Manual 

entering. The picture gives a side section 
of the tunnel. Call attention to the ants 
with wings. The teacher should store her 
mind with facts about the ants, reading 
about them in some natural history or en- 
cyclopedia. 

Stories : Tell the story of the ant saved 
from drowning by a blade of grass, dropped 
by a dove, as shown in the picture. See 
'*La Fontaine's Fables," W. Wright, book 
II, page 39 (George Bell & Sons, 1896); 
**Ants, Bees, and Wasps," Avebury (D. 
Appleton & Co. , 1900). Also talk of the bees 
and the blossoms. Imitate the sound the bee 
makes, as " buzz, buzz." Encourage the 
pupils to tell some little experience with 
bees or ants, as watching ants dig holes 
in the ground ; the swarming of bees ; bees 
working hard to gather honey from flowers. 
Ask the pupils if they have watched ants 
digging holes in the ground, and whether 
they have thought how strong the little 
workers are. If convenient, take the class 
where ants are at work. Tell them the way 
the ants build their houses ; that if we 
crush in their hole we may cause hundreds 
of these ants days of extra labor. 



LESSON VI 



Pronunciation Orill : The a sound is 
continued and the a sound is reviewed in 
dark, park, and pdr^-ty. Care should be 
taken that the accented syllable in bgs'-ket 
be properly emphasized. 

Colors: Observe that colors are intro- 
duced in this lesson for the first time, as 
blue and green. (This lesson may be used 
as a nature-lesson.) It would be helpful to 
draw leaves with colored chalk on the black- 
board and have leaves of different shapes 
brought to the class-room. 

Bfumtoers : Count up to three ; six trees 
are to be seen in the picture Count them 
as follows : one tree; a group of two trees; 
a group of three trees. It would be best not 
to carry counting too far at first. In reading, 
the numbers are associated with the sound; 
place the figures 1, 2, 3 on the blackboard, 
anfl have the pupils copy them. Then intro- 
duce ways of using numbers, as : dra w on 

(19) 



20 Teachers' Manual 

the blackboard, in outline, three cherries, 
two boxes, etc. Put one mark on the board; 
ask how many more marks would make 
three. Arrange the pupils in groups of two 
and three, and have some one count the 
number of pupils in each group. Ask the 
pupils to show you three books; to point to 
two chairs, etc. From this the advance will 
be easy to the idea that three and two make 
five, and that three and three make six. 
When the five is taught, the counting of the 
fingers will be found a valuable aid, and, 
later, by the use of the two hands, become 
the foundation of the decimal system. 

Text and Picture : Give a short talk 
about the pleasure one may have at a picnic 
in Spring time. Let the pupils talk about 
the picnics at which they have been; also 
about the one shown in the picture. Talk 
about the grass and the flowers. Ask 
" What tree do you like? " *' What flower 
do you think the prettiest?" Awaken an 
interest in nature. If convenient, have the 
pupils bring in one or more of their favorite 
flowers and leaves. In conversation, men- 
tion the names of simple flowers and of 
trees. Read aloud some poems about flowers. 
Remember always to give a clear explana- 



Lesson VI 21 



tion of each thought in the text,. and intro- 
duce a review of some of the old sounds. 

Music and Hotto : There should be a 
review of the previous music-lines, and a 
reading of the motto. 

The Lesson : It should be remembered 
that it is not necessary to complete a lesson 
in a day; as long a time as is necessary is to 
be given to each sound. Review the sounds 
often, keeping up the interest by introducing 
new sentences and new stories in which care 
should be taken to use some words contain- 
ing the sounds to be reviewed. 

Poems : The '' St. Nicholas Song Book " 
(The Century Company) contains a song 
called *'In the Woods," the first stanza of 
which is : 

What says the brook, my lassie, 
What says the brook to thee? 

It says the woods are beautiful, 
The blossoms fair to see, 

It says the birds sing merrily 
A little tale of glee. 

Care should be taken that the pupils give 
the correct pronunciation of says (sez, never 
sez). Read the entire poem to the class. 

In Eugene Field's '' Lullaby-land" (Charles 
Scribner's Sons), read the poem called " The 



22 Teachers'' Manual 

Sugar-plum Tree," telling about the tree full 
of sugar-plums where a gingerbread dog and 
a chocolate cat are to be found : 

You say but the word to that gingerbread dog 

And he barks with such terrible zest 
That the chocolate cat is at once all agog, 

As her swelling proportions attest. 
And the chocolate cat goes cavorting around 

From this leafy limb unto that, 
And the sugar-plums tumble, of course, to the 
ground — 

Hurrah for that chocolate cat ! 

There are marshmallows, gumdrops, and peppermint 
canes, 

With stripings of scarlet or gold. 
And you carry away of the treasure that rains 

As much as your apron can hold I 



To the Teacher : Learning to read is 
not the only thing, nor is the getting of ideas. 
The one is the correlative of the other and is 
so necessary to the other that neither is com- 
plete by itself. 



LESSON VII 



Directions for Peas and l^ticks: 

This play can be made very amusing and 
instructive to children. The only things re- 
quired are a box of wooden toothpicks, cost- 
ing only a few cents, and some dry or green 
peas. Dry peas should be soaked over night 
before using, but they should bie firm 
enough to hold the toothpicks, as shown in 
the diagrams given in the lesson. Encourage 
the pupils to exercise their ingenuity in ma- 
king these and other objects. The teacher 
may use the blackboard effectively in sug- 
gesting designs for the pupils to follow, as : 
draw a box, hoe, shovel, and have the pupils 
reproduce them with the peas and sticks. 
It will also be well to have the pupils 
draw or trace the objects on their pads or 
slates. 

After drilling in elementary designs, the 
teacher should suggest other objects to be 
made with the peas and sticks, such as 

(23) 



24 Teachers^ Manual 

letters of the alphabet, numbers, flags, 
swords, stools, chairs, etc., preferably 
objects with which the child is familiar. 
Remember that this is a play-day, and that 
the pupils expect to be amused. The things 
made should, however, be useful as well as 
entertaining. The peas could be utilized 
for counting, by twos, threes, etc. Many 
helpful suggestions are to be found in a 
book by Charles Stuart Pratt, entitled 
" Stick-and-Pea Plays " (Lothrop Publishing 
Company). 

Music : The music of the previous lessons 
should be reviewed. 

Review: A short review of the three 
sounds of ** A " thus far studied is given and 
is intended to be used in the same way as the 
former Pronunciation Drills under each 
lesson. Care must be observed that every 
sound is properly given, and that the accents 
are placed on the right syllables. 



LESSON VIII 



Word-Ouessing : The objects illus- 
trated by the small pictures in the text are 
to be guessed by the pupils, while the text 
is being read aloud by the teacher. In the 
word-guessing, make the pupils think the 
idea of each sentence, and not merely repeat 
the sound heard. Several of these guess- 
words contain the g sound, and one the a 
sound, so that a review lesson is here given 
in a different form. It would be advisable 
to have the words represented by the out- 
line drawings placed upon the blackboard 
in the order in which they appear in the 
text, as follows : 

gnt— tree. 

bgfs^-ltet— eggs. 

dove— bgth. 

cgslt— hand— glgss. 

mgst— sliip. 

book:. 

bars. 

(25) 



Sentence 1. 




2. 




3. 




4. 




5. 




6. 




7. 



Teachers^ Manual 



Have the pupils make sentences contain- 
ing these words; as, *' The man made a mast 
out of the tall tree," etc. Always see that 
in pronunciation the articulation is clear. 

Story: Take sentence 2 for example, 
and have one of the pupils start a story and 
let the others give suggestions. Tell the 
story of Little Red Riding Hood, and the 
basket she took to her grandmother. Tell 
the revised story, in which the wolf is 
frightened away just as he is going to hurt 
the little girl. Keep sunshine as much as 
possible in children's lives, remembering 
always that little folks as well as big folks 
are helped mostly by hope and love. 

Music : As there was no music-line in the 
preceding lesson, and as there is none in this, 
the teacher will find it advisable to repeat, 
as a review, all of the music-lines thus far 
practised. 



LESSON IX 



Pronunciation I>rill : A new sound 
is introduced in the word flag. Care should 
be taken that the positions of organs are as 
given in the directions, and that the sound 
is obtained without straining. 

The Picture shows Gen. Frederick 
Dent Grant, whose father, Ulysses S. Grant, 
was General of the Northern armies in the 
Civil War, and Gen. Fitzhugh Lee, whose 
uncle, Eobert E. Lee, was General of the 
Southern armies. The Northern and the 
Southern man are side by side now, under 
one flag. Tell how in the war against Spain 
for the liberation of Cuba, these two rel- 
atives of the great opposing generals in the 
Civil War upheld the same flag—*' Old 
Glory." 

The Flag: Tell what the flag repre- 
sents ; how all Americans love it. If the 
schoolhouse has a flag on it, explain that as 

(27) 



Teachers' Manual 



all the people in the school are under one 
flag, and love it — so are the people of the 
whole United States under one flag. Ex- 
plain what patriotism means. Always see 
that the oral lesson relates to the reading 
lesson in some way. Let the pupils name 
the flag colors, pointing to them on a flag ; 
it will help to teach them colors ; draw a 
flag on the blackboard, and let the pupils 
copy it with colored crayons. 

Attention : Close observation is to be 
encouraged. Tell the pupils to look at the 
picture carefully, then shut their eyes, and 
name the things seen by them in the 
picture. This suggestion could be used in 
the form of a game. 

Action: "Hurrah for the red, white, 
and blue ! " Let the pupils wave their 
hands or a flag when this part of the text 
is read. 

Music : Drill as heretofore on the line of 
music, repeating the music-lines of previous 
lessons. In this lesson it would also be ad- 
visable to make the pupils familiar with the 
air of "The Star-Spangled Banner," playing 
it over some time during the day. 

Story : Tell the story of how this song, 
"The Star-Spangled Banner," was com- 



Lesson IX 29 



posed. The Educational Gazette writes it 
thus for children : 

" During the second war with England, 
in 1814, the British made an attempt to 
capture the city of Baltimore. As it was 
necessary first to attack Fort McHenry, 
which lay a little below the city, the war- 
ships moved near it and opened fire. 

*' Francis Scott Key, with a few Ameri- 
cans, had gone out to the British fleet under 
a flag of truce, to gain the release of an 
American citizen who had been taken pris- 
oner. The party was held over night in 
the fleet, and the men watched the bom- 
bardment all through the night, listening 
to the sound of the guns and watching the 
rockets and bursting bombs. Late in the 
night the guns ceased flring. Had the fort 
been surrendered? Only the dawn of day 
would tell. Eagerly the anxious watchers 
scanned the horizon for the break of day. 
As the light began to dawn, they saw with 
joy the Stars and Stripes still waving over 
the ramparts of the fort. 

*' In the depth of his gladness Mr. Key 
gave vent to his feelings by scribbling on a 
scrap of paper the words of 'The S tar- 
Spangled Banner.' On his return to camp 



30 Teachers^ Manual 

he read the lines to several of his comrades, 
who received them with delight. A happy- 
idea seized one of them. Hunting up a 
volume of flute music, hidden away in a 
tent, he whistled snatches of the tunes, as, 
in turning the pages, they caught his eye. 
When he came to one, he gave a shout and 
exclaimed, ' Boys, I've hit it ! ' and then 
and there rang out for the first time the 
words and music of the beautiful song. It 
spread like wildfire — the soldiers sang it 
in camp, the boys whistled it in the streets, 
and after peace was declared, it was carried 
to all American homes — a precious bit of 
the war of 1812." The teacher should sim- 
plify this account. [See also ' * Stories of 
Our Country," James Johonnot, page 187 
(American Book Company); "Stories of 
Great Americans," Edward Eggleston, page 
107 (American Book Company).] 

Much suggestive material about the flag 
may be found in '* Holy-Days and Holidays," 
Edward M. Deems (Funk & Wagnalls Com- 
pany). From it thQ following is taken : 

''It has been impossible to decide with 
certainty who designed the American flag 
as first adopted by Congress, but the best 
recorded evidence gives part of the credit of 



Lesson IX 31 



designing it and all the credit of making it 
to Mrs. John Ross, an upholsterer, who re- 
sided on Arch Street, Philadelphia. Her 
descendants assert that a committee of Con- 
gress, accompanied by General Washington, 
who was in Philadelphia in June, 1776, 
called upon Mrs. Ross and engaged her to 
make the flag from a rough drawing. This 
drawing was, at her suggestion, redrawn 
by General Washington with pencil, in her 
back parlor, and the flag thus designed was 
adopted by Congress." 

*' The adoption of the ' Stars and Stripes ' 
occurred on June 14, 1777, nearly a year 
after the declaration of independence, 
[when] the American Congress 'Resolved, 
that the flag of the thirteen United States 
be thirteen stripes alternate red and white ; 
that the union be thirteen stars white on a 
blue field, representing a new constella- 
tion.' " [*' Encyclopaedia Britannica."] 



LESSON X 



Word-Ouessing: : For general direc- 
tions, see notes for Lesson VIII. The words 
represented in the outline drawings are as 
follows : (1) cannon ; (2) apple ; (3) lamb ; (4) 
cat ; (5) cap ; (6) arrow. 

These words contain the same a sound as 
in flag. 

Pronunciation Drill : A number of 
easy words containing the a sound are given 
for pronunciation purposes. Make up sen- 
tences containing these words and see that 
the meaning of each sentence is understood 
by the pupil. Aim to teach by thought, and 
not by mere memorizing of words. 

Numberi: The word-guessing here 
aims to teach counting ; the use of num- 
bers was suggested in the notes for Lesson 
VII. The numbers are carried up through 
six. 

(3^) 



Lesson X 



Impelling and Blackboard : While 
it is not the intention to teach the pupils to 
spell, at the outset, but to master the sounds 
of the Scientific Alphabet, still by clear 
enunciation the pupil will be able to place 
the vowel sound between two given con- 
sonant sounds to make a word ; thus : — 
What sound of "A" is placed between f 
and n to make fan ? If rightly managed the 
pupils will delight in this guessing. Upon 
the blackboard, the following should be 
printed : 

1. [l]-r-m. 

2. m-a-m-m. 

3. c-ni-t. 

What letter, the teacher should ask, must 
be placed within the brackets of 1 to make 
arm, etc. This '' play " constitutes, in itself, 
a review of the vowel sounds. 

Music : Review of music-lines of the 
previous lesson. 

Singular and Plural: Continue the 
ideas suggested in Lesson III. 

Stories : Tell some story about the can- 
non, as Tennyson's ''Charge of the Light 
Brigade" in very simple language — em- 
phasizing the bravery and love for country. 
3 



34 Teachers' Manual 

Repeat the following lines from the poem : 

Cannon to right of them, 
Cannon to left of them, 
Cannon in front of them, 
"Volleyed and thundered. 

About the apple. Story of William Tell 
and how he shot the apple off his son's head 
with an arrow. 

Blackboard Exercises : The teacher 
will probably find it advisable to print the 
sentences of the lesson in full upon the black- 
board, as : 

One cannon and one cannon are two can- 
nons. 

She might also, during her talk on num- 
bers, place the following on the board : 
1 + 1 = 2 
1 + 2 = 3 
1 + 3 = 4 
3 + 2 = 5 
. 2 + 4 = 6 
3 + 3 = 6 
It is well to familiarize the pupils as early 
as possible with the numbers from 1 to 10. 



LESSON XI 



Pronunciation I>rill : The long 
sound of a in air [rti=a] is here given, which 
is a prolongation of a in at. Follow direc- 
tions carefully, reading the text to the pupil, 
and emphasizing the new sound. Write on 
the blackboard words containing this a 
sound found before r in the following : bear 
[ea=:a], care, dare, fair [ai=a], lair, pair, 
etc. Make new sentences with old words, 
as: ''Where [^=a] are papa, Cdrl, and Mar- 
gie ? " introducing by this means a review of 
the previous sounds. In the Pronunciation 
Drill, the word there has the first e itali- 
cized. It is equivalent to a, as is shown in 
the brackets following the word ; so in the 
words given above, a equivalents are placed 
in the brackets. The teacher should take 
care that no confusion is raised in the 
pupil's mind because of the italicized letters. 

(35) 



36 Teachers' Manual 

Picture and Stories: In cities, and 
in some towns, small parks are often called 
squares. Ask the pupils to name objects 
which they have seen in such a square, as : 
fountain, statues, benches, ivalks, grass, 
people, etc. Tell of well-known statues in 
parks, as in Union Square, New York, 
where the statues of Washington, Lafay- 
ette, and Lincoln are placed. Lafayette's 
statue was given to the city of New York 
by the city of Paris. Tell in simple words 
of Washington and Lafayette, and the kind- 
ness of France in helping us in our American 
Revolution. Tell how in cities, were it not 
for the parks and the squares, many poor 
children would never see the flowers, the 
grass, or trees. 

Questions : Ask questions about the 
picture, as : •' How many trees do you see? 
How many cars ? How many carriages ? " 
etc. 

Blackboard : Draw the figure of a 



square 



on the blackboard. Explain 



the difference between it and a public square 
in the city or town. 



Lesson XI 37 



Music : Let one pupil sing one part of 
the song previously learned ; another pupil 
another part, etc. Then let them all sing it 
over together as far as they have gone. 



The Child's Mental Powers : 

Nicholas Murray Butler, President of 
Columbia University, in his "The Argu- 
ment for Manual Training," said: "For 
educational purposes we may agree that the 
mental powers are roughly divisible into two 
classes, the receptive and the expressive or 
active. By means of the former the child 
is put into possession of new facts, and by 
means of the second, he makes these facts 
his own, and uses them in practical life. 
As food will not nourish unless assimilated, 
so knowledge, or mental food, is not really 
knowledge, is not really possessed, until we 
have so gained control of it as to be able to 
express or use it." 



LESSON XII 



Pronunciation Drill : This lesson 
gives a continuation of the a sound, found 
both in the text and in the words to the 
music. 

Picture, Motto, Music : As in previ- 
ous lessons. 

Stories : The lesson lends itsel£ easily to 
a patriotic talk by the teacher. After ex- 
plaining the text thoroughly, tell about the 
following : 

(a) Suffering of soldiers at Valley Forge 
during the Revolutionary War. Emphasize 
that they suffered for love of country. 

(b) Tell why Washington is called the 
*' Father of his Country." 

(c) Story of the canary-bird, hanging in a 
cage over a shoemaker's bench. Day by day, 
the shoemaker whistled "Yankee Doodle." 
One morning he was startled by snatches of 

(38) 



Lesson XII 39 



the tune being sung by the bird. Soon the 
bird could give the entire tune, without the 
loss of a note. 

Prayer : Impress upon the pupils that 
there is a Power beyond that of man's eyes 
to see, that guides and protects us and cares 
for us. Avoid being dogmatic or sectarian, 
but emphasize the necessity of truth, of 
reverence, of faith in the Supreme Power 
that strengthens the good and overrules the 
bad, that makes for righteousness. 

Socrates was a great philosopher who 
lived 500 years before Christ's time. Plato 
tells us that Socrates frequently prayed 
— always before doing anything of unusual 
importance. Frederick the Great, Abraham 
Lincoln, StonewallJackson, Bismarck, Glad- 
stone, and nearly all other great men be- 
lieved in prayer. Joan of Arc was a 
wonderful woman who loved France, her 
native country, and led the French army. 
She died for what she believed to be right ; 
she always prayed to God. 

Avoid too much solemn moralizing or 
speculation. Be constantly on your guard 
against this. Never make the children feel 
that you are lecturing them, especially 
when you are telling them stories. 



40 



Teachers' Manual 



New Sentences : It would be well to 
write upon cards parts of sentences, for the 
pupils to piece together, so as to obtain 
complete sense ; for example : 



man 



the 



see 



see 


the 


man 



This method is a good way of finding out 
if the sentence has been understood, after it 
has been read aloud by the teacher. 

Take also short sentences from the text 
with which the child is familiar, and treat 
in the same way : 



soldier 



was 



Washington 



a 



Washington 


was 


a 


soldier 



LESSON XIII 



Pronunciation Drill : Care should 
be taken in the use of this & sound, which 
seldom occurs except before double conso- 
nants. Because it is a rare and obscure 
sound, only two words containing it are 
given, at-tack' and ^t-ten^tion; these are 
big words for little folks ; they should be 
carefully explained. 

Talks : Tell some things about patriot- 
ism, bravery, etc., but avoid any accounts 
of bloodshed. In the teaching of very 
young children, subjects suggesting suffer- 
ing or ugliness — all things unpleasant — 
should, as a rule, be avoided. Too little 
sunshine always hinders the grov^th of 
flowers, yet it is well to remember that 
clouds and rain, and even lightning and 
thunder-storms, help the flowers to grow ; 
thus repellent things have their share of 
work in developing men and women. 

(41) 



42 Teachers' Manual 

The Picture : Call attention to the 
laurel wreath, and tell a story about its 
being used in Greece for the crowning of 
victors in the Olympian games. See that 
the pupils observe the soldier's uniform, 
sword, drum, etc. The soldier in the 
picture is a marine. Tell the differences be- 
tween marine soldiers (those who fight on the 
ships when it is necessary — the naval reserve) 
and land-soldiers ; also, between the cavalry 
(who ride on horses) and the infantry (foot- 
soldiers). Ask questions about soldiers : ask 
if any of the pupils had relatives who were 
soldiers. Tell the pupils that there is not so 
much war now as there used to be, and 
that the time may soon come when all 
people will feel that they are brothers and 
have the same Heavenly Father (Peace 
Congress at The Hague). Tell how certain 
kinds of ants have bands or companies of 
soldiers who protect the other ants ; how 
they sometimes have battles with strange 
colonies of ants. 



LESSONS XIV, XV 



Revieiv: This review contains a drill 
on all of the "A" sounds of the Scientific 
Alphabet, which have been considered in 
the preceding lessons. The song will help 
to group and to fasten these sounds in the 
memory. While here placed as one lesson, 
the teacher must use judgment about ma- 
king one or more lessons of the review. Sen- 
tences containing the vowel sounds are to be 
repeated by the pupils until clear sounds 
are obtained without effort or straining. 
At present, the words are not to be spelled, 
but are to be treated as wholes. Remember 
always that enunciation is secondary to 
thought, and the teacher must see that the 
pupils think as well as memorize. This is 
accomplished by 

Usin^ tlie \irords in short sentences. 
Where words denote action, as in bdrlt, 
lidrk, stand, tliere, etc., have the pupils 

(43) 



44 Teachers' Manual 

express it by some outward movement. 
Where it is possible, by a drawing, to re- 
present upon the blackboard the object for 
which the word stands, it would be well for 
the teacher to do so. For example, draw a 
car, a cat, a pan, a glass, etc. 

Equivalents : In the treatment of the 
sound a, care must be taken that the equiv- 
alents ai=a, e=a, and ea=a are not con- 
fused in the mind of the pupil. 

The Picture: In discussing the pic- 
ture, call attention to the various attitudes 
of the children sitting on the bench. 

8ong : The entire song must be reviewed. 
It comprises the lines that have appeared at 
the bottom of many of the preceding lesson 
pages, with the music. The song forms 
Lesson XV, page 23, of the Reader. 

Interest : See to it that the lesson is 
made interesting ; while it is a review with 
the express purpose of reviewing the sounds, 
the interest must be sustained. If the class 
shows signs of being tired, turn to the song. 



LESSON XVI 



Pronunciation Drill? The directions 
for positions of organs are to be carefully 
followed in drilling on this short (e) sound. 

Text : Three points are mentioned which 
should be emphasized: 

(a) Color. If in season, show a cherry to 
the child, calling attention to the red color; 
speak of the white blossoms. In examining 
the fruit show: 

1. stem. 

2. leaf. 

3. stone. 

(b) Number. Outline drawings of cherries, 
2+4 = 6. Vary this ; let the pupils count 
up to seven. Put upon the blackboard 
3 + 2 = [?], then place three cherries on a 
desk and have the pupils count them; add 
two more cherries to these and have the 
pupils count again. Then write the result 
on the board in place of the interrogation- 
point, as 3 + 2 = 5, 

(45) 



46 Teachers* Manual 

(c) Nature lesson. The cherry-tree blos- 
soms so early that it is subject to Spring 
frosts which very often kill the flowers. 
The fruit is of such a brilliant color that 
it readily attracts birds. Have the pupils 
bring in cherry blossoms or cherries on 
the stem Show how many parts enter into 
the blossom. If this lesson is studied be- 
fore the cherry season, it should be reviewed 
in that season. The same rule will hold for 
the nature lessons throughout the Eeader. 

Story: Of course the teacher will be 
unable to resist telling the story of George 
Washington and the cherry-tree. If so, use 
it so as to awaken independent conscience 
in the pupils. A lie is just as wrong if all 
the children we are with tell it as it is if 
told by one ; disobedience is just as bad in 
twenty as in one. We must do right be- 
cause it is right, not because others do it. 



LESSON XVII 



Pronunciation Drill : The e sound, 
found in dan'-d§-li'^-oii, varies toward i 
in it. 

Nature Lesson : If this lesson is stud- 
ied in season, the pupils should be taken 
into the fields to hunt for the dandelion. 
If it is not convenient to do this, or if the 
lesson does not fall in season, then a picture 
of the dandelion should be shown. Instil 
into the pupils a love for the fields and at- 
tempt to make them closely observant of 
the beauties of nature; also lead them to 
think of the intelligence behind nature; tell 
them that God had a thought in His mind 
when He made each flower, and that we 
must try to think that thought. 

If a real dandelion is used, call attention 
to the stem, the leaves, and the inner whorl 
of petals giving a deeper yellow to the 
center. The teacher will find it advisable 

(47) 



48 Teachers' Manual 

to read about the dandelion {Vid, "Nature's 
Garden," Neltje Blanchan (Doubleday, Page 
& Co.) ], and to prepare an outline about the 
flower, as 

(1) Where found — lawns, grassy waste 
places. 

(2) Name — from dent de lion^ lion's tooth, 
which the jagged leaves suggest. 

Tlie Text : In connection with the text, 
the following conversation may be carried 
on: 

Teacher — What flower is yellow? 

Pupil — The dandelion. 

T, — What color is the dandelion? 

P.— Yellow. 

T. — Where do dandelions grow ? 

P. — In the fields, gardens, etc. 

T, — Can you name other flowers that are 
yellow ? 

P. — Sunflower, buttercup, etc. 

Poems on tlie Handelion: *'The 
Dandelion," by Mary N. Prescott (''St. 
Nicholas," May, 1881). 

"Little Dandelion," by Helen B. Bostwick 
[''Round the Year in Myth and Song," page 
150 (American Book Co.)], of which the 
following is one verse : 



Lesson XVII 49 



Cold lie the daisy banks 

Clothed but in green, 
Where in the days agone 

Bright hues were seen. 
Wild pinks are slumbering; 

Violets delay: 
True little dandelion 

Greeteth the May. 

Stories : Never forget to fasten thoughts 
in the minds of children by stories. For 
example, in this lesson tell them that 3,000 
years ago in the city of Babylon was a 
queen who so loved to see trees and flowers 
that the king had made great gardens, that 
were called " hanging gardens, "because they 
seemed to overhang the city from their lofty 
height. 

Revieiv: A review of some of the 
sounds thus far studied may be printed 
upon the blackboard, such as 

a — a-round' 

a — gdr'-dens 

a — and, dan^-de-li'^-on 

a — wliere [e = a] 

e — ev^-er 



LESSON XVIII 



Pronunciation Drill : In the use of 

this variant g sound, care should be taken 
that it is not made a full u sound; the e 
varies toward u, but is not the u sound. 

Text : This is based upon a picture of 
the Capitol. In the motto a few lines from 
"The Star-Spangled Banner" are intro- 
duced. If the story of how the song was 
written has been told, as suggested in Les- 
son IX, have one of the pupils re-tell it or 
what he remembers of it. [Vid. "Stories 
of Our Country," James Johonnot, page 187 
(American Book Co.).] 

Storie§ : Give added facts about Wash- 
ington ; how during the war for Independ- 
ence [in'^de-pend'ens] (this word contains 
the g sound) he crossed the Delaware during 
a Winter's night and captured many prison- 
erg. [ Vid. ' ' Stories of Our Country," James 
Johonnot, page 131 (American Book Co.).] 

• (50) 



Lesson XVIII 51 

Tell the story of the Declaration of Inde- 
pendence, how it was adopted, the ringing 
of the liberty bell by the grandfather of a 
lad, who, upon hearing that independence 
had been declared, cried to his grandfather 
up in the belfry, "Eing, grandpa, ring for 
liberty." [Vid. *^ Stories of Heroic Deeds," 
James Johonnot, page 80 (American Book 
Co.).] When talking about the War of Inde- 
pendence, read aloud " Paul Revere's Eide" 
(Longfellow), or tell in your own way the 
story of the ride. In giving these references, 
it is to be remembered that the teacher is to 
read the accounts, and simplify and explain 
in such a way as will interest and instruct 
the class. 

Words : Explain to the pupil what is 
meant by capitol—a> building; but do not as 
yet explain the difference between capital 
and capitoL Tell in simple words some of 
the chief duties of Congress, and of the 
President. 



Helen Keller, born blind, deaf, and dumb, 
when told by Phillip Brooks there is a God, 
replied, '^ I knew that there must be some 
one." 



LESSON XIX 



Clay-modeling* : This lesson in clay- 
modeling is intended to be suggestive for 
work throughout the year. The teacher 
should refer to books and manuals on the 
subject, such as " Clay-Modeling in the 
School Room " (Milton Bradley Co.). 

A progressive method should be used in 
the treatment of the objects to be made, 
and such a method is here suggested, start- 
ing with the sphere {Figure i), which is most 
easily made by pupils. The teacher should 
show how to make each object, preparing 
the clay herself, and mixing it to the con- 
sistency of stiff dough. Talk about the 
sphere, and ask what objects have a like 
shape. Answer: Balls, marbles, etc., and in 
a general sense, the earth. 

Figure 2 is the sphere changed into a 
sugar-bowl. I 

Figure 3 is an apple, with the sphere 
shape modified by indentations. Have the 

(52) 



Lesson XIX 53 



pupils tell the difference between the sphere 
and the apple. 

Make a sphere, cut it in half, as in Figure 
4. Show the pupils how to put two hemi- 
spheres together, and explain that these two 
hemispheres make a sphere. 

Figure 5 (a bowl) and Figure 6 (a basket) 
are based upon Figure 4. 

Figure 7 is an ovoid, an almost egg-shaped 
figure, obtained by rolling out a sphere, with 
a little pressure on opposite sides. 

Figure 8 (semi-ovoid) and Figure 9 (dish) 
are based upon Figure 7, 

Figure 10 is a cube and is given last be- 
cause it is most difficult to make. Explain 
in simple language the difference between a 
sphere and a cube, illustrated by the differ- 
ence between a ball and a square box. 

Figure 11 (inkstand) and Figure 12 (book) 
are based upon Figure 10, 

The Lesson : Always have something 
definite to make with the clay; do not allow 
the pupils to play aimlessly. At times while 
working, it may be well to sing in review 
the bars of music given in previous lessons. 

Oame : With the models made by the 
children, the following game could be 
played : With closed eyes, have the pupils 



54 Teachers' Manual 

handle the models, telling the difference 
between a sphere and a cube. Have them 
guess by the shape what they have in their 
hands. 

Teacher — What have you in your hand? 

Pupil — A sphere. 

T. — How do you know ? 

P. — Because it is round, etc. 
■ Association : Attempt to develop the 
associative faculty as much as possible, for 
example, that a sphere makes one think of 
an orange or an apple, because all three ob- 
jects have the quality of roundness. 

£neourageineiit : Any earnest en- 
deavor on the part of the pupil to mold 
these objects should be encouraged, even 
tho the object made falls far short of the 
model. Remember that failure does not 
necessarily mean lack of ability. 



Knowledge is progressive. Children first 
have an instinct, then a belief, and then they 
know. Inspire them with the courage to 
follow their instincts. 



LESSON XX 



Review: The review of these three 
sounds of " E " should be used as suggested 
in the review of the ''A" sounds. The re- 
view does not necessarily mean that the 
words are the same that have heretofore 
been used. New words are introduced with 
the old sound ; therefore the teacher should 
see that these words are understood by the 
pupils and both the pupils and the teacher 
should use them in sentences of their own 
construction. 

Drawing I^esson : This is intended 
for paper, blackboard, or slate use. Upon 
the blackboard, it would be well for the 
teacher to make free-hand drawings of these 
diagrams. The pupils should watch care- 
fully while the teacher is drawing. After 
drawing the straight line many times, a cer- 
tain steadiness of hand will be obtained. See 
that the pupils hold the pencil or the chalk 

(55) 



56 Teachers' Manual 

properly between the forefinger and the 
thumb, the pencil resting against the middle 
finger. The entire drawing lesson is based 
upon the straight line, and each figure should 
be explained many times before passing to 
the next. 

In the diagrams, the top row illustrates 
the processes in making a square, the second 
row a rectangle, the third row a cube and a 
box. Two extra diagrams are given, show- 
ing parallel perpendicular and parallel hor- 
izontal lines. 

Peas and sticks : It would be well 
also to construct these objects with tooth- 
picks and peas, thus lending additional in- 
terest to the lesson. 

Otoject-Teacliiiig : Show that the 
edge of a ruler represents a straight line ; 
show how a straight line may be ruled upon 
the board; show how a straight line may be 
represented by a straight piece of wire, and 
how from this wire, by pulling the two ends 
slightly together, a curved line may be made. 
'Wherever in any lesson, the actual objects 
can be shown, it would be well to do so. 
Have the pupils draw squares and rectangles 
on cardboard, and give them scissors for 
cutting out the figures. 



Lesson XX 57 



The lje§§0]i : This is not necessarily 
to be finished in one day. Properly used, 
the teacher will see that the freehand draw- 
ing results in steadiness of hand and ac- 
curacy of eye. 

mottoes : A few mottoes are here given, 
containing some of the words found in the 
review : 

To look up and not down, 
To look forward and not back, 
To look out and not in — and 
To lend a hand. 

— Edward Everett Hale. 



I remember, I remember 
The roses red and white. 

— Hood. 



I would rather be right than be President. 

— Henry Clay. 



We should never forget that children are 
largely influenced by hope or fear ; are crea- 
tures of imagination, of the play of fancy 
and make belief ; have imaginations that are 
reminiscent, rather than constructive ; and 
that their language is naturally metaphor- 
ical and picturesque. 



LESSON XXI 



Pronunciation Drill : The er sound 
is different from the e sound, inasmuch as it 
is affected by the consonant r, which follows 
it. The r sound, while it is not to be rolled, 
should be pronounced distinctly. The Pro- 
nunciation Drill contains all the er sounds 
to be found in the text, and the two verse 
lines accompanying the music contain four 
examples of this sound. 

The Picture: The color-plate shows 
six birds which, in order of appearance, be- 
ginning with the Scarlet Tanager in the 
lower left-hand corner, are : the Blue Jay, 
the Robin, the Humming-bird, the Gold- 
finch, and the Golden-crowned Kinglet, The 
teacher will find Neltje Blanchan's ** Bird- 
Neighbors " (Doubleday & McClure Co.) and 
*' Birds that Hunt and Are Hunted" 
(Doubleday & McClure Co.) of great use, 

(58) 



Lesson XXI 59 



and will probably think it advantageous to 
prepare for the lesson a short description of 
each bird, such as : 

Blue Jay. — A little larger than the 
robin. Black band around neck ; under 
part white ; tail blue, with black bars across 
it ; many feathers tipped with white. Found - 
from eastern coast of North America to 
plains ; Canada to Florida and eastern 
Texas ; permanent resident. This is a mis- 
chievous bird and has a harsh scream. ( Vid, 
'* Bird Neighbors," page 104.) The blue jay 
is the torment of the hunter, as it will fly 
ahead of him, perching on the tallest trees, 
out of range, and screaming so as to warn 
all birds and animals of his approach. 

Mumming-Bird.— Green above ; wings 
and tail ruddy purple ; throat and breast 
changeable as light strikes them ; bill long. 
Found during Summer in eastern North 
America from Canada to Gulf of Mexico ; 
winters in Central America. Very small 
bird ; frequents honeysuckle, roses ; a great 
fighter. {Vid. " Bird Neighbors," page 170, 
etc.) 

Awaken the interest of the pupils in the 
habits of birds. In season, call attention to 
the different birds — show the nests, tell how 



60 Teachers' Manual 

they are made. Imitate as nearly as pos- 
sible the different calls of the birds, so that 
the children may soon begin to recognize the 
birds by this means and begin to imitate the 
sounds themselves. Keep the pupils con- 
stantly on the alert for sounds, color, etc. 
Color variety is exemplified in plumage and 
eggs. 

Equivalents : The gr sound which 
occurs in bird is equivalent to ir. Pho- 
netically, bird^bgrd. 

Poems and Stories : See Jessie L. 
Gaynor's ^' Songs of the Child World" 
(The John Church Co.), and read the words 
from some of the songs ; as : 

(a) '' The Birds' Nest," page 10. 

There's a wee little nest in the old oak-tree, 

Safe and high, safe and high ; 
There are three tiny eggs, blue as blue can be, 

Like the sky, like the sky. 
And the dear mother bird keeps them warm 'neath her 
breast, 

'Neath her outspreading wings safe the blue eggs can 
rest ; 
There'll be three little birds in the tiny nest, 

By and by, by and by. 

(6) " Farewell to the Birds," page 66. 
(c) '* Robin Red-Breast," page 73. 
{d) ** Spring Song," page 75. 



Lesson XXI 61 



See also Eleanor Smith's '' Songs for Little 
Children" [2 parts] (Milton Bradley Co.): 

(a) '* Hark, Hark, Like the Lark," Part I, 
page 66. 

(6) '^Fly, Little Bird," Part H, page 40. 

(c) *' Welcome, Little Robin," Part II, 
page 106. 

See '' St. Nicholas " (June, 1883, page 635), 
for a poem *' Birds and Words." In "The 
Story Hour," by Kate Douglas Wiggin and 
Nora A. Smith, page 29 (Houghton, Mifflin 
& Co.), a story, "The Oriole's Nest," which 
tells of the habits of the oriole, may be read 
aloud to the pupils. 

In the "Story of the Mocking-Bird," by 
Sidney Lanier, an incident is told of how the 
bird saw itself in the glass, and thinking an- 
other bird was in the room, fought at its 
own image for quite a while. The teacher 
may be able to invent a story about the 
cardinal, after reading James Lane Allen's 
delightful story, "A Kentucky Cardinal." 



LESSON XXII 



Pronunciation Drill : The e sound 
is a prolongation of the e in met, vanishing 
toward i, and in some dialects is recognized 
as a distinct diphthong ; it is found in such 
words as eight, freight, etc. 

Equivalents : The equivalents of this 
e sound are found marked in the Pronuncia- 
tion Drill. The italicized letters in the dif- 
ferent words are equal in sound to the e 
sound. In the Tables of Equivalents, found 
in the Appendix of the Reader (page 108), 
the definition of Equivalents is thus given : 
''Separate letters or groups of letters hav- 
ing the same sound." 

Text : In the text several questions are 
asked. Have the pupils make some attempt 
to answer them. In the nature lesson, a 
daisy should be brought to the class-room if 
possible, or if not studied "in season," the 

(62) 



Lesson XXII 63 



lesson should be reviewed at the time the 
daisy blooms. Out of season, pictures 
of the flower may be used to advantage. 
The pupils, in all nature lessons, should be 
made familiar with the actual objects. Call 
attention to the numerous yellow or white 
rays, the yellow or black centers, accord- 
ing to the kind of daisy used ; show the ox- 
eyed daisy. 

Description : The daisy has a long 
stem from ten to twenty inches high ; grows 
in meadows, pastures, roadsides, etc., and 
blooms from May to November. Teachers 
will find Neltje Blanchan's book ''Nature's 
Garden," pages 270, 354 (Doubleday, Page 
& Co.), helpful. It is strongly advised that 
as the different flowers bloom, and as the 
various birds come, the pupils should be 
told their names. Train the pupils to be in- 
terested in nature. No studies are so likely 
to bring school and home close together as 
nature studies. 

Mottoes : These are taken from well- 
known authors. The simplicity of the lan- 
guage in Wordsworth's poem "The Daisy" 
would warrant the teacher reading it aloud 
and commenting upon the poet's description 
of these " stars of the fields. " Eleanor Smith, 



64 Teachers' Manual 

in her book *' Songs for Little Children" 
(Milton Bradley Co.), has many songs about 
the daisy — the words could be used by the 
teacher profitably: 

Part I. A Little White Daisy, page 14 

Part I. The Daisy page 86 

Part II. Stars and Daisies page 68 

Part II. Daisies Are Dancing, page 80 

I'm a humble little thing, 
Always coming in the spring. 
In the meadows green I'm found, 
Peeping just above the ground; 
And my stalk is covered flat 
With a white and yellow hat. 

From "The Daisy." 

The stars are tiny daisies high. 
Opening and shutting in the sky, 
While daisies are the stars below, 
Twinkling and sparkling as they grow. 

From " Stars and Daisies.'' 



LESSON XXIII 



Pronunciation Urill : The e sound 
is a shortened form of the sound heard in 
day (ay=e); it does not occur in accented 
syllables. The sound approaches the sound 
of i in pity. It should be noted that ay is 
equivalent to e. 

Text : See that the pupils learn the 
names of the days of the week, and to lend 
interest to the exercise, a playful illustration 
has been made of seven little girls carrying 
the names of the days on *' sandwich" 
boards. This suggestion might be used in a 
game called "The days of the week'- — the 
boards made of cardboard, which is in- 
expensive — each little girl being a day of 
the week— the seven together being the 
week entire. With these boards on, mix 
up the "days of the week " and ask them to 
arrange themselves in the order in which 

5 (65) 



66 Teachers' Manual 

they should come. Ask one pupil, "What 
happened last Tuesday ? " Say to another, 
''Smce there are seven days in a week, 
which day of the week is Thursday?" An- 
siuer: " The fifth day." 

Have the pupils make calendars of the 
days of the week, with slips of paper. Show 
them a regular calendar. 

In " Round the Year in Myth and Song," 
page 47 (American Book Co.), an account of 
how the names of the days of the week were 
derived is given. In Northern Mythology : 

Sunday — from the sun. 

Monday — from the moon. 

Tuesday — from Tiu, god of war. 

Wednesday — from Woden, king of gods. 

Thursday — from Thor, god of thunder. 

Friday — from Frigga, queen of gods. 

Saturday — from Saeter, god of harvest. 
Full accounts of the legends may be found 
in a mythology or an encyclopedia. Simply 
outline these stories, making them interest- 
ing and readily understood. The stories 
will be told in full in one of the advanced 
Readers of this series. 



LESSON XXIV 



Review : The review of three sounds of 

'' E " here given should be carefully studied, 
attention being paid especially to the clear 
articulation. After going over the words, 
for they are new, tho the sounds are famil- 
iar, and after seeing that the meaning of each 
word is grasped, use the words in sentences, 
as " See the bird fly "; '' The girl is study- 
ing "; '' Monday, the girl will go to school," 
etc. Upon the blackboard, place three or 
four of the words arranged in columns 
marked singidar and plural, thus : 
Singular, Plural, 

bird • birds 

girl girls 

day days, etc. 

Drill upon the singular and plural as here- 
tofore suggested. Have cards with the days 
of the week printed upon them — for review, 
have these cards mixed up so that the pupils 

(67) 



Teachers' Manual 



may arrange them in the order in which 
they should go. 

£quiTaleiit§ : The equivalents which 
have appeared in previous Pronunciation 
Drills should be carefully reviewed. 

Miiiic : The completed song for the 
sounds of '' E " is here given, and should be 
sung in its entirety. The pupils by this time 
should be able to sing the tune if desired 
without the piano accompaniment. 

Stories : Tell the story of Oliver Gold- 
smith ; how he wandered through Europe 
with a flute ; how the children gathered 
about him to hear him play. The ** Ency- 
clopedia Britannica" says: '*His flute 
proved a useful friend. He rambled on 
foot through Flanders, France, and Swit- 
zerland, playing tunes which everywhere 
set the peasantry dancing, and which often 
procured for him a supper and a bed. He 
wandered as far as Italy." 



LESSON XXV 



Color Drill : This color lesson, the only 
one found in the book, is intended for use 
throughout the Reader. Judiciously han- 
dled, it may be made to teach much about 
color — as much as little children need know. 

Explanation of Diag^rams : The six 
rectangles on the right and left at the top of 
the page consist, popularly speaking, of the 
six fundamental colors : Red, orange, yellow, 
green, blue, violet. The central triangle 
contains red, blue, and yellow (the three 
primary colors), overlapping to show that 

(a) Red4-Yellow= Orange. 

(b) Red+Blue-Violet. 

(c) Blue+Yellow=: Green. 

The orange, violet, and green are to be 
found in the three corners of the triangle. 

The Lesson : The pupils should be 
drilled in the recognition of the six colors. 
It would be helpful to show the pupils many 

(69) 



70 Teachers^ Manual 

strips of paper which have been printed in 
these colors and ask them to pick out all the 
reds, the blues, etc. — in the same way that 
an oculist would test one of his patients for 
color-blindness. Probably, it will be found 
that the foregoing is sufficient for one day's 
lesson. 

Blackboard : For practical purposes 
the combination of two colors may also be 
shown in the mixing of paints or crayons. 
In these color lessons, the use of the black- 
board is advised. When in the first day's 
lesson the colors are mentioned, if conve- 
nient, have colored chalk and, as each color 
is described, draw a square containing that 
color. In Eleanor Smith's song-book — 
** Songs for Little Children," Pt. II, page 54 
(The Milton Bradley Co.) — there is a song 
called "We Are Red Birds," each verse of 
which contains the name of one of the six 
colors. It would be helpful to read the 
words of the song to the pupils ; the follow- 
ing verse will give some idea of the poem : 

We are red birds, we are red birds, 

So fearless and bold ; 
We are out in all weather, 

And fear not the cold. 

^hade and Tint : The large circular 



Lesson XXV 71 



diagram in the illustration is composed of 
three circular bands of color and a black 
central spot. The second circular band con- 
tains the six standard colors ; the outer band 
a lighter tint of the standard colors ; the 
inner band a darker shade of the standard 
colors. 

From this a good idea of tint and shade 
may be given : 

(a) A tint of red is a red lighter than the 
standard color, tending toward white, the 
white being represented by the surface of 
the page. 

(5) A shade of red is a red darker than the 
standard color, tending toward black, which 
is the central spot. 

(c) A little white mixed with any of the 
standard colors will result in a lighter color; 
a little black mixed with any of the stand- 
ard colors will give a darker color. 

This explanation should be used carefully; 
not more than one tint and one shade should 
be taught in a single lesson; three or four 
lessons should be given to the subject. In 
the mixing of color, it would be advisable 
to obtain a book or manual discussing the 
teaching of color. [Vid. "A Class-Book of 
Color," Mark M. Maycock, M. P. (The Mil- 



72 Teachers' Manual 

ton Bradley Co.).] If you write to the pub- 
lishers of the Standard First Reader, they 
will send you a page from the Standard 
Dictionary, giving the exact proportions of 
standard colors required to make a given 
color in combination; this mixture may be 
easily demonstrated by means of the Stand- 
ard Color Wheel, which may be procured 
likewise from the same publishers. 

Application of Color Drill: The 
color drill may be made very helpful in 
training the eye of a child ; see that the 
child has clear ideas of different colors. To 
encourage close observation, it would be 
well to ask questions such as *'John, look 
out of the window until I count ten and tell 
us how many different colors you see." 
^'Mary, do you see anything in this room 
which is blue, green, red, etc." A glass 
prism will show the pupils the prismatic 
colors to be seen when the glass is held up 
to the light. One of the glass pendants of a 
chandelier will do good service as a prism, 
and can be obtained at trifling cost. 

A simple but interesting experiment may 
easily be made with what are called comple- 
mentary colors. Have the pupil look for a 
minute at a blue color and then look at the 



Lesson XXV 73 



wall or a white piece of paper, and the 
complementary of blue, which is orange, 
will be seen. The complementary color of 
red is green, of yellow is violet. Remem- 
bering that the primary (or primitive) colors 
are red, blue, and yellow, the following ex- 
planation will be of service : 

"If the given color be a primitive, its 
complementary color is composed of the 
other two primitive colors; e. g., the com- 
plementary color of blue is orange (red and 
yellow). Again, if the given color be a sec- 
ondary, its primary color is the remaining 
primitive color. Thus, the complementary 
color of green — blue and yellow — is red." 
("The International Encyclopedia" [Dodd, 
Mead & Co.].) 

Stories : The following stories are sug- 
gested for the teacher to use some time 
during the lesson : 

(a) Little Red Riding Hood; 

(b) Little Boy Blue; 

(c) Revised version of Little Snow White 
(Grimm). 

Once upon a time there was a little girl 
named Snow White, who had a very cruel 
mistress. This mistress had a mirror which, 
whenever she repeated to it the following 
verse, 



74 Teachers" Manual 

Mirror, mirror, on the wall, 
Wlio is the fairest of us all ? 

would reply that she was the fairest of them 
all. This made the mistress very vain and 
proud. When Snow White grew to be a 
big girl she became very beautiful, so beau- 
tiful that it made the mistress jealous, and 
one day when she asked the mirror ^vho was 
the fairest of them all, it replied: "Snow 
White." 

The mistress ordered Snow White to be 
taken away to a distant country ; but the 
hunter who carried her off took pity upon 
the young girl and let her wander away. 
Snow White came to a house far in the 
woods ; she entered and found there a table 
upon which were placed seven bowls of 
porridge. She took a taste from each bowl 
and going to a room where she found seven 
beds she lay down on one and fell asleep. 
Soon after the owners of the house, seven 
dwarfs, returned home and found her. Snow 
White woke up and the dwarfs asked her if 
she had taken the porridge from the seven 
bowls. She explained everything, and the 
dwarfs told her that they would like her to 
stay with them and keep house for them. 

Soon after this the mistress heard that 



Lesson XXV 



Snow White had not been carried away, 
and her jealousy being aroused, she deter- 
mined to seek the girl. The last time 
she came to see Snow White, she poisoned 
her with an apple, and the dwarfs when 
they returned home found her apparently 
lifeless, but they could not believe that she 
was dead, because her cheeks were still 
pink, as tho she were alive. They put her 
in a glass case and took her to a tall rock, 
where they placed the case in charge of a 
dwarf. 

Shortly after, a Prince passed by and saw 
the case with Snow White in it, and he 
asked the dwarf to give her to him and he 
would take care of her. This the dwarf 
finally did, and the Prince ordered his men 
to carry the case away. As the men bore 
Snow White away, they stumbled over some 
rocks and the case dropped from their 
shoulders. The apple, which had been in 
her mouth all the time, fell out, and Snow 
White opened her eyes. The Prince took 
her to his father's castle, and there the two 
were married and lived happily ever after. 

The mistress after a while grew to like 
Snow White, because at one time she re- 
ceived great kindness from her. The mis- 



76 Teachers' Manual 

tress became quite sick, and Snow White 
had her brought to the palace, where she 
was taken care of and soon recovered. 
Snow White forgave all the hard things 
her former mistress had done and said to 
her. 

Questions : Ask the following : 

What color are many apples? Eed. 

What color are many grapes ? Blue and 
green. 

What color are ripe lemons ? Yellow. 

What color are ripe oranges ? Orange. 

What color are most leaves ? Green. 

(See *' Object Teaching for Infant School " 
[No. 201].) 

V I B Cr Y O R : Teachers will doubt- 
less remember this device by which the 
order of the colors in the spectrum may be 
remembered :— V I B G Y O R 

V = violet 
I = indigo 

B = blue 
G = green 

Y = yellow 
O = orange 
R = red 



LESSON XXVI 



Pronunciation I>rill: The vowel 
sound i is short and sharp, being cut off by 
the consonant following. The word squirrel 
(scwir^-el), upon which the lesson is based, 
has the i sound modified by the r sound 
following, whereas in such words as in, is, 
it, to be found in the Pronunciation Drill, 
the sound is stopped by the n, s, and t. 

Mature Lesson : In a book entitled 
** Squirrels and Other Fur-bearers " (Hough- 
ton, Mifflin & Co.), by that lover of nature, 
John Burroughs, is an interesting account 
of the habits of squirrels, which is told in a 
charming way, and is within the easy reach 
of any child. From it we cull the follow- 
ing, advising the teacher, if possible, to con- 
sult the book: 

"One reason, doubtless, why squirrels are 
so bold and reckless in leaping through the 
trees is that, if they miss their hold and fall, 

(77) 



78 Teachers' Manual 

they sustain no injury. Every species of 
tree-squirrel seems to be capable of a sort 
of rudimental flying, — at least of making 
itself into a parachute, so as to ease or break 
a fall or leap from a great height. 

* * * * -Jf -x- 

**As I drew near he [the squirrel] took 
refuge in the topmost branch, and then, as 
I came on, he boldly leaped into the air, 
spread himself out upon it, and, with a 
quick, tremulous motion of his tail and legs, 
descended quite slowly and landed upon the 
ground thirty feet below me, apparently 
none the worse for the leap, for he ran with 
great speed, and eluding the dog, took 
refuge in another tree. 

****** 

*'The tails of the squirrels are broad and 
long and flat, not short and small like those 
of gophers, chipmunks, woodchucks, and 
other ground rodents, and when they leap 
or fall through the air the tail is arched and 
rapidly vibrates, A squirrel's tail, there- 
fore, is something more than ornament, 
something more than a flag; it not only 
aids him in flying, but it serves as a cloak, 
which he wraps about him ^vhen he sleeps. 



Lesson XXVI 79 

" His [the squirrel's] home is in the trunk 
of some old birch or maple, with an entrance 
far up amid the branches. In the spring he 
builds himself a summer-house of small 
leafy twigs in the top of a neighboring 
beech, where the young are reared, and 
much of the time passed. But the safer 
retreat in the maple is not abandoned, and 
both old and young resort thither in the 
fall, or when danger threatens. 

•3f * * -JS- * -Sf 

*' The elegant creature [the squirrel], so 
cleanly in its habits, so graceful in its car- 
riage, so nimble and daring in its move- 
ments, excites feelings of admiration akin 
to those awakened by the birds and the 
fairer forms of nature. His passage through 
the trees is almost a flight. Indeed, the fly- 
ing squirrel has little or no advantage over 
him, and in speed and nimbleness can not 
compare with him at all. If he miss his 
footing and fall, he is sure to catch on the 
next branch ; if the connection be broken, 
he leaps recklessly for the nearest spray or 
limb, and secures his hold, even if it be by 
the aid of his teeth. 

' ' I have seen his [the squirrel's] savings — 



80 Teachers' Manual 

butternuts and black walnuts — stuck here 
and there in saplings and trees near his nest ; 
sometimes carefully inserted in the upright 
fork of a limb or twig. One day, late in 
November, I counted a dozen or more black 
walnuts put away in this manner in a little 
grove of locusts, chestnuts, and maples by 
the roadside, and could but smile at the wise 
forethought of the rascally squirrel. 
* * * ^ * * 

'' The cheeks of the red and gray squirrels 
are made without pockets, and whatever 
they transport is carried in the teeth. They 
are more or less active all winter, but Octo- 
ber and November are their festal months." 

It would be well for the teacher to put in 
tabular form upon the blackboard some 
characteristics of the squirrel, such as 

(1) Timid. 

(2) Bushy tail. 

(3) Sharp teeth. 

(4) Swift flight. 

If convenient, take pupils to the woods or 
park to see the squirrels; tell them how some 
squirrels will run away as soon as they see a 
man ; others, if the man keeps very still, 
will creep near him. 



Lesson XXVI 81 

l§ong[ : In the '* St. Nicholas Song Book " 
(The Century Co.) there is a piece called 
" Little Squirrels," of which the following is 
a verse : 

Little squirrels, crack your nuts ; 

Chirp your busy tune ; 
Sound your merry rut-a-tuts — 

Boys are coming soon ! 
Hide to-day and pile to-day, 

Hoard a goodly store ; 
When the boys are gone away. 

You may find no more. 

The song beginning the drill upon the 
sounds of "I" should be used as suggested 
in previous lessons. 

Blackboard Sentences: 

(a) The squirrel's tail is like a brush. 
(h) The nuts drop on the ground. 
(c) The squirrels pick up the nuts. 
{d) The teeth of the squirrel are sharp. 
(e) Some squirrels are gray. 
(/) Some squirrels are red 



LESSON XXA^I 



Pronunciation I>rill : Continuation 
of the i sound. Be sure to review the pre- 
vious words containing the sound, and to 
aim at clear enunciation. The pupils should 
be made to know the difference between 
loudness and clearness. A clear, low, sweet 
voice is scarcely an American accomplish- 
ment, but should be. 

Text : If an aquarium is near, it would 
be well to have the pupils examine for them- 
selves the movements of the fish, the 
teacher calling attention to the motion of 
the tail, the eyes, the gills and gill-slits, and 
the mouth. 

The picture contains all the fish mentioned 
in the motto except the salmon. At the top 
is the herring ; the long-mouthed fish is the 
pickerel ; the fish immediately below with 
bubbles above its mouth is the bluefish ; and 
the last is the trout. The teacher will find 
the children interested if she gives a general 

(82) 



Lesson XXVII 83 

description of the fish somewhat as follows : 
Man can not live in water ; fish can not live 
out of water. The air raan breathes keeps 
his body warm ; the air the fish draw from 
the water is not enough to keep them 
warm, hence they are called *' cold-blooded." 
Man breathes through lungs. Fish breathe 
through gills, seen within gill-slits. Man is 
covered with skin ; fish with skin and scales. 
The shape of the fish aids it in moving 
through the water. The fish swims by the 
undulations of its body, especially of the 
tail, which acts much like the screw of a pro- 
peller. The lateral fins merely balance it in 
the water, and enable it to move upward or 
downward. The teeth of the fish are many, 
close together, and minute. It may be con- 
venient to show the children goldfish in 
clear water. In some schools aquariums 
are started, the children taking part in ma- 
king them. The attention should be called 
to the colors of some of the fish. Show the 
numerous bones. Tell the pupils about 
fishermen ; what lives they lead ; how they 
catch fish in nets. In "Familiar Fish," 
Eugene McCarthy, page 187 (D. Appleton & 
Co., 1900), there is a diagram showing the 
important parts of a fish. 



LESSON XXVIII 



Pronunciation Urill : This i sound 
is equivalent to ea in \eat and ee in see, 
and great care should be taken to see that 
the pupil obtains a pure sound in pronoun- 
cing words containing these equivalents. 
The 1 sound, which is a variant between i in 
it and i in tree, is not used in any of the 
lessons of the Reader, because words in 
which this sound occurs (to quote the 
Standard Dictionary) have (in the Standard) 
the preferred pronunciation e, as re-vie vr'. 

Bfature Lesson : Call attention to : 

f roots — in ground 
1 Ppjjpi. r Leaves— shape. (Pre- 

tree I branches— large J pares the way for 

I and small ] next lesson on 

t (^ leaves) 

fcoZor— pink 
2. Blossom ] leaves— green 

(In May) 1 center of blossom; bees hover around the 
l^ center 
o yt\\\\ ^ shape — Show how different from sphere 
/T,n,^^ I w/or— Pinkish touches over surface 
V„ w ' I 5A:m-Fuzz 



July, 
August, 
and Sep- 
tember) 

(84) 



^ r shape 

! r>nlnr 



. , color 

sione i indentations 
^kernel 



Lesson XXVIII 85 

Drawings and Clay - Hodelmg^ : 

Draw upon the blackboard an outline of a 
peach on the stem. Color with crayon, and 
have the pupils copy it on their pads. As a 
recreation, pupils might model the peach in 
clay, using suggestions given under lesson 
on clay modeling (Lesson XIX). Remem- 
ber that most young children learn drawing 
easily if well taught. 
mottoes : 

The ripest peach is highest on the tree. 

— James Whitcomb Eilet. 

In this motto, the words peach and tree 
contain the particular vowel sound being 
studied. The motto on the lesson page 
shows examples of the sound in the words 
trees and sweetest. 



LESSON XXIX 



Pronunciation Drill : A continua- 
tion of the i sound. Drill on the previous 
sounds contained in many of the words, as 

a are 

a tlicre [e=a] 

e many [a=e] 
e shapes [a=e] 

Bfature Lesson : The picture for this 
lesson contains a number of leaves taken 
from the familiar trees to be seen in almost 
any neighborhood. They are of different 
colors and of various shapes; call attention 
to these shapes and the varying way the 
indented sides are shown. Do not use scien- 
tific terms in describing leaves, but make 
the differences between them as clear as 
possible, and in as simple language as pos- 
sible. Call attention to the colors of the 
leaves, some green, others red; in Autumn 
some of them turn yellow. Show the parts 
of the leaf: 

(1) The blade or leaf proper. 

(2) Stem. 

(3) Veins. 

(86) 



Lesson XXIX 



87 



In Spring, the little green leaves come out; 
in Summer, they are big leaves; in Autumn, 
they are old leaves, and die and fall to the 
ground; in Winter, there are no leaves on 
most of the trees. Try to make the pupils 
observant. The following outline drawing 
will serve as a key to the color illustration 
of the Eeader, page 37: 




\. Maple 

2. Red Oak 

3. LoMBARDY Poplar 

4. Downy-leaved Poplar 

5. Buckeye 

11. Black Haw 



6. White Oak 

7. Scarlet Oak 

8. Burr Oak 

9. AVhite Birch 
10. Chestnut 



88 Teachers' Manual 

Describe the trees about the schoolhouse 
or in the parks ; tell the names of the trees. 
The leaves to be seen in the colored drawing 
are shown in outline on the preceding page, 
with names attached. Children love to be 
out of doors. Encourage them to hunt for 
leaves and to bring them to school. Let the 
pupils talk about the leaves they have 
brought, and encourage them to bring more. 

Ask what things besides trees have leaves? 
Ansioer: Rose-bushes, nearly all plants. 
Call attention to large leaves and small ones; 
consult books on leaves ; e. g, , S. Mathews' 
*' Familiar Trees and Their Leaves " (D. Ap- 
pleton & Co.). 

Color and Form : This lesson teaches 
color as shown in the leaves, for example: 
yellow, green, red, and brown. It would be 
well to see if some of the pupils can not 
draw upon paper a leaf in outline. They 
will be delighted if permitted to use colored 
chalk in making these drawings. Let the 
pupil lay a leaf on paper and draw the out- 
line around the edge. 

Story: "The Babes in the Woods"—- 
which story is, of course, familiar to every 
teacher; the emphasis in the story should 
be laid upon the leaves which were dropped 
upon the children by the birds. 



LESSON XXX 



Review: The review contains exam- 
ples of the sounds of " I " with which the 
previous lessons have been dealing. Care 
should be taken that proper enunciation is 
given and that the meaning of each word is 
grasped; also that no confusion is caused by 
the use of the equivalents. As heretofore, 
have the words used in sentences. 

^ong^ : The review song should be used 
with this lesson. The suggestions already 
given under music should be followed. 

Aetion : The song admits of a little 
gesture on the part of the pupils ; e. g,, mo- 
tion of the snow as it falls ; the planting of 
seed. Remember that it is natural for chil- 
dren to be active. 



LESSON XXXI 



Word-Cruessing : This is to be used 
like the previous word-guessing lessons ; 
some of the words represented by the out- 
line drawings contain the sounds hitherto 
studied ; e. g.: 

a in cat. 

i in fiddle, disli. 

i in slieep [ee=\]. 

The words represented by the drawings, 
in the order of appearance in text, are as 
follows : 

Cat, fiddle, cow, moon, dog, dish, spoon, 
horn, sheep; cow. 

The picture found at the foot of the lesson 
page illustrates " Little Boy Blue." 

Mother CrOo§e Rimes : Find out 
from the pupils how many of the Mother 
Goose rimes they know, and encourage them 
to recite some of the verses, or tell the 
Mother Goose stories in their own language. 
(90) 



Lesson XXXI 91 

Below are given a few more of these popu- 
lar rimes. ^ Would it not be well for the 
teacher to obtain a Mother Goose book and 
read still others to the class, as little children 
seem never to tire of them ? 

Rain, rain, go away, 
Come again another day, 
Little Johnny wants to play. 

RocK-A-BY, Baby. 

[Have this acted.] 
Rock-a-by, baby, 

On the tree- top ; 
When the bough bends 

The cradle will rock ; 
When the bough breaks 

The cradle will fall, 
Down will come baby, 

Cradle, and all. 

What Is It? 

I have a little sister ; they call her Peep, Peep, 
She wades the water, deep, deep, deep ; 
She climbs the mountains, high, high, high ; 
Poor little thing ! she has but one eye. 

Answer: A Star. 



* The teacher will observe that the original and etymo- 
logically correct spelling of the word rime is here fol- 
lowed. The spelling rhyme is a sixteenth-century error 
due to the supposed necessity of makiug this word cor- 
respond with rhythm. 



LESSON XXXII 



The bounds : o (short) and 6 (long) are 
studied in this lesson. The short sound, 
occurring only in unaccented syllables, is 
found with few exceptions in words beyond 
the vocabulary of a First-Reader pupil. The 
directions for both sounds should be care- 
fully studied, and should the teacher think 
best, the Pronunciation Drill upon the 
long sound might be reserved for Lesson 
XXXIII, where the sound is continued. 

The Lie§§on : This is another bird- 
lesson, and the teacher is referred to the 
following books as helpful in preparation : 

"Bird Neighbors," Neltje Blanchan 
(Doubleday & McClure Co.). 

" Nature Study in Elementary Schools,'' 
Wilson (The Macmillan Co.). 

"Bird Studies with a Camera," Chapman 
(D. Appleton & Co.). 

"Bird Life," Chapman (D. Appleton & 
Co.). 

(92) 



Lesson XXXII 93 

As has been suggested in a previous bird- 
lesson (Lesson XXI), the teacher will find it 
of advantage to prepare a chart to be repro- 
duced upon the blackboard, giving 

1. Color of swallow. 

2. Where found — in garden or meadow. 

3. Color of eggs. 

4. What season found in neighborhood. 

5. Building of nest. The swallows after 
building a nest become much attached to it 
and return to it season after season. {Vid, 
•' Industries of Animals," Houssay [Charles 
Scribners' Sons].) 

6. Sound it makes. 
Singular and Plural: 

Swallow, swallows. 
Sparrow, sparrows. 

One sparrow, one swallow. 
Two sparrows, two swallows. 
One bird, two birds, six birds. 

There are six birds in the picture. 

Arltlinietie : Cover one of the birds in 
the picture and ask how many birds remain ? 
Ans.: Five. 

Put upon the blackboard the following 
sentences : 



94 Teachers' Manual 

(a) One swallow taken from six swallows 
leaves five swallows. 

{h) One swallow added to fivQ swallows 
makes six swallows, etc. 

Vary this drill. 

]flii§ic : Heretofore, in the music given 
with many of the lessons, not only words 
containing the sound being studied, but the 
sounds themselves apart from words, have 
been used in the verse line accompanying 
each music-line. In the songs for the 
sounds of '' O " and '' U," it will be noticed 
that the above scheme is not followed. 
Italicized words containing the sound being 
studied are used, and such words are to be 
emphasized in pronunciation. For ex- 
ample, in this lesson the 6 sound is repre- 
sented by the. words go, foVlow \ow=o\, and 
\liiow. 

The Teacher : Remember that sen- 
tences express thought, and it is the duty of 
the teacher to see that the pupils understand 
the thought. Not everything suggested to 
the teacher in these notes is to be rigorously 
impressed upon the pupil It is for the 
teacher to simplify so that no confusion will 
remain in the minds of the pupils 



Lesson XXXII 95 

Stories : Frank M. Chapman in his 
book '* Bird Studies with a Camera," quoted 
before, tells some interesting stories about 
his feathered friends. Of the sparrow he 
says : 

'^ In my own case, I have learned almost 
to tolerate the House Sparrows, with which 
I have been at war as long as memory serves 
me, for the pleasure found in attempting to 
outwit these shrewd, independent, impudent 
rats among birds; and, on closer acquaint- 
ance, they prove such interesting subjects 
for study that, if their vocal ability equaled 
their intelligence, they might be as generally 
liked as they are hated. So much for the 
magic of a sweet voice. As it is, they pos- 
sess a greater variety of notes than they are 
generally credited with, and their conversa- 
tional powers undoubtedly exceed those of 
many accomplished singers. In addition to 
the insistent, reiterated chissick, chissicJc, 
which constitutes the song of the male, one 
soon learns to recognize calls of warning, 
alarm, flight, battle, and the soft whistle 
which the bird utters when it approaches its 
nest — the only musical note in its vocabulary. 

''Quick to notice the slightest deviation 
from normal conditions, House Sparrows 



Teachers' Manual 



are difficult birds to photograph. They 
seem to be constantly on the watch for some 
sign of danger, and an unusual arrangement 
of blind or shade at once arouses their sus- 
picions. After a heavy fall of snow, how- 
ever, hunger dulls the edge of their fears, 
and by scattering food near a suitable win- 
dow, the birds may be decoyed within pho- 
tographing distance. It will be found 
necessary, even then, to conceal the camera, 
which they evidently distinguish from fa- 
miliar pieces of furniture and regard with 
alarm." 

Sentences : Write parts of sentences on 
cards, and have the pupils arrange them so 
as to make complete sense ; cg.i 



ithe 



IS 



swallow 



come 



i 
the swallow 


is 


come 



LESSON XXXIII 



The Ije§§on : The lesson is based upon 
the word rose, containing the o sound intro- 
duced in Lesson XXXII. Draw, however 
roughly, a rose-leaf upon the board, a rose- 
bud, and a full-blown rose; if convenient, 
have a rose upon your desk. Examine it 
carefully, showing the stem, the petals, the 
leaves, and the thorns. Have the pupils note 
the picture in the lesson, telling which rose 
they think the prettiest, and request them to 
bring some roses to the schoolroom. Have 
them count the number of roses in the pic- 
ture. Devote as much time as convenient 
to talking about roses, rose gardens, dew on 
the petals of the rose in the early morning, 
etc. Unless a rose drinks water it will die, 
therefore when we pick flowers and wish to 
keep them we should give them some water. 
Have as much outdoor study as possible in 
all the nature lessons. Write upon the 
board the following sentences: 

7 (97) 



98 Teachers' Manual 

1. I see a red rose. 

2. I see a pink rose. 

3. I see a white rose. 

4. I see a yellow rose. 

It is suggested that the teacher base a 
colcn^ lesson upon the rose, at some future 
time, if she thinks advisable. 

If this lesson falls "out of season," the 
teacher should review it in the Spring or 
early Summer. 

The teacher will find in " The St. Nicholas 
Song Book " a song called " The Sweet, Eed 
Rose," by Mary Mapes Dodge. The first 
verse is : 

To be as sweet as a sweet, red rose, 

A little girl like you 
Jast grows, and grows, and grows, and grows, 

And that's what she must do. 

After the lesson, the teacher, if the song- 
book above mentioned be available, would 
find it well to play over the music to the 
children. The music-lines of the previous 
lesson should be reviewed. 

§tory : Grimm's •* Briar Eose," about the 
household that slept one hundred years, 
among them Princess Briar Rose. 

Once upon a time there lived a King and a 
Queen who dwelt happily together, but they 



Lesson XXXIII 99 

had no children, and this soon made them 
very sad. One day, however, as the Queen 
was coming from the baths, a frog jumped 
out of the water and told her that very soon 
she would have a little daughter. A short 
time after, a little girl was born, and the 
King and Queen were so happy that they 
invited all of their relatives, and all the w^ise 
women of the realm who knew how to treat 
children kindly, to a magnificent feast in 
honor of the birth of their daughter. Thir- 
teen wise w^omen were invited to the festal 
board, but as the King only had twelve gold 
plates, he decided that one of the women 
should stay away. The day arrived on which 
the feast was to be given. The different wom- 
en brought presents for the little baby, and 
while they were at the feast, the thirteenth 
woman rushed to the hall and predicted that 
on the little one's fifteenth birthday she 
would prick her finger with a spindle and 
die ; but one of the old ladies who had not 
given any gift to the baby lightened the 
sentence of the jealous old woman, and said 
that the little girl would fall asleep and sleep 
for a hundred years. The King and the 
Queen watched over their dauo:hter, and on 
the approach of her fifteenth birthday they 

LofC. 



100 Teachers' Manual 

had all the spindles in the realm burned, as 
they supposed. When the little girl's birth- 
day arrived, it happened that she was left 
alone in the great palace. Wandering about 
the roonio, she came to a hidden chamber 
where an old woman sat spinning, and as was 
predicted, she pricked her finger with a spin- 
dle. Immediately she fell asleep. The King 
and the Queen, who had just returned, also 
fell asleep. The cook, who was broiling a 
chicken at the time, and all the other serv- 
ants and the various animals slept, too. 
For a hundred years not a sound was to 
be heard in the palace. The garden became 
choked with weeds, and large briar-rose 
bushes hid the palace from public view. 

Princes, upon hearing of the beautiful 
Princess, who was known throughout the 
realm as Briar Kose, tried to penetrate the 
thick hedge. Finally, on the day before the 
end of the one hundred years, a Prince came 
and went to the palace. He determined to 
make his way and capture the Princess. 
When the one hundred years came to an 
end, the birds began to sing; the dogs 
began to wag their tails; the cook woke up 
and continued broiling her chicken, and 
all in the palace showed great activity, 



Lesson XXXIII 101 

resuming life where they had left off one 
hundred years before. 

The Prince found the Princess just as she 
opened her eyes. Of course, the Prince and 
the Princess were married, and lived happily 
ever after. 

Eead parts of Tennyson's "Day-Dream," 
such as the following : 

The Revival. 

A touch, a kiss ! the charm was snapt. 

There rose a noise of striking clocks, 
And feet that ran, and doors that clapt, 

And barking dogs and crowing cocks; 
A fuller light illumined all, 

A breeze thro' all the garden swept, 
A sudden hubbub shook the hall. 

And sixty feet the fountain leapt. 



. . . the King awoke. 

And in his chair uprear'd, 
And yawn'd, and rubb'd his face, and spoke, 

" By holy rood, a royal beard! 
How say you? we have slept, my lords. 

My beard has grown into my lap." 



LESSON XXXIV 



Lesson : This lesson is composed of two 
parts, and may, at the discretion of the 
teacher, be used as one or two lessons. The 
paper-folding is somewhat a play-day exer- 
cise ; the drawing lesson should be made a 
little more ''serious." 

Paper-Folding- : The teacher will find 
it well to use paper that will bear a great 
deal of pulling — as, very often, the paper 
tears before the boat is completed. With 
the following directions and the diagrams 
on page 42 of the Reader, the teacher w ill find 
no difficulty in mastering the movements : 

1. Take a piece of paper, with shape as in 
Fig 1. Fold it in half at A and A'; the 
result will be as in Fig. 2. 

2. Fold over the corner A until it meets 
the line A' A"; the result will be as in Fig. 3. 

3. Fold the corner B until it meets the 
other turned-down corner ; the result will 
be as in Fig. i. 

(102) 



Lesson XXXIV 108 

4. Turn up the single flap AD ; the result 
will be as in Fig. 5. 

5. Turn up the flap BB' on the reverse 
side ; the result will be as in Fig. 6. 

6. Turn os'er the double corner A ; the 
result will be as in Fig. 7. 

7. Turn over the double corner B on the 
reverse side ; the result will be as in Fig. 8. 

8. Take hold of the single flap with the 
fingers at point A, and do the same on the 
opposite side also ; pull the two flaps apart as 
far as they will go ; shape results as in Fig. 9. 

9. Take point A ; raise it as far as it will 
go ; the result will be as in Fig. 10. 

10. Take point B ; raise it as far as it will 
go on the reverse side ; the result will be as 
in Fig. 11. 

11. Take the paper at the bottom of the 
bisecting line, and on opposite sides ; pull 
out until it assumes shape as in Fig. 12. 

13. Take points A and B in fingers, and 
pull apart as far as they will go ; the result 
will be Fig. 1 3, which is the boat. 

The teacher will find it convenient to have 
the pieces of paper prepared for the class 
before the lesson hour ; when the pupils first 
undertake the task, the teacher should go 
through every stage of the making of the 



104 Teachers' Manual 

boat, taking as much time as is necessary for 
each pupil to understand every movement. 
This paper-folding may be used as a recrea- 
tion for several review lessons. 

]>ra\ring^ Lessoii : This treats of the 
straight line introduced in Lesson XX. The 
fourth diagram is made with the straight 
line, but likewise introduces a new element 
— the curve. The object of the drawing les- 
son is to obtain accuracy of eye, and, as has 
been said before, steadiness of hand. Each 
diagram should be put upon the board at 
first by the teacher, and each pupil should 
receive careful supervision. No rulers 
should be used at the outset ; free-hand 
drawing requires and develops moral cour- 
age, as well as truth of hand and eye — to 
fix the direction in the mind, and then strike 
boldly and firmly for it. It does not hurt to 
fail sometimes, for one can try again. Every 
part of each diagram should be analyzed 
and drawn separately. Talk about the dif- 
ferences between a straight line and a curved 
line, and show the difference by something 
in the schoolroom. The teacher may make 
the first three diagrams with toothpicks, and 
the different lines could be drawn with 
colored chalk. 



LESSON XXXV 



The Teacher: Throughout these 
notes, there has been occasion to impress 
the teacher with the idea that neither the 
lessons nor the notes were rigid, the only- 
permanent thing not to be changed at 
the will of the teacher being the Scientific 
Alphabet. Not only should the teacher 
allow her imagination to enter into her 
work as much as possible, but she should 
seek in every way to develop the creative 
faculties of the pupils. Do not adhere too 
strictly to the lesson. Simple as they are, 
the lessons are arranged in such a way that 
a unity is found in each. The unity found 
in sameness, however, has been avoided. 

The Child : By this time, the pupils 
will have realized what is meant by Pronun- 
ciation Drill, and will begin to have some 
idea of the significance of study. The o 
sound of the previous lesson is here con- 

(105) 



106 Teachers^ Manual 

tinned. The music is to be used as previ- 
ously suggested. The words to he empha- 
sized in the verse-line accompanying the 
music-line are : boat [oa=6], float, and go. 
Each day the teacher should have the song, 
from the beginning to the point reached in 
the day's lesson, sung in its entirety. 

The Leisson : Have the words contain- 
ing the 6 sound placed upon the board, and 
ask the children to suggest other words 
with the same sound. Eead the little poem 
printed below the text ; it is an old kinder- 
garten song, for which music has been 
written. All the music in this Reader has 
been specially prepared for it. Print on 
the blackboard the words in the poem con- 
taining the o sound. Pay special attention 
to the equivalents 6=oa in boat, o = ow in 
bloit*. 

Question§ : Ask how many of the 
pupils have seen a boat ; what kind? Put 
upon the board the names 

1. Canoe. 2. Sailboat 

3. Rowboat. 4. Steamboat. 

If possible, show pictures of each boat, as 
mentioned. Tell how the Indians used to 
go on the rivers in birch-bark canoes ; how 



Lesson XXXV 107 

at the colleges, the men row in "shells." 
Tell the pupils that sailboats are moved by 
the wind, steamboats by steam. 

Stories : Tell of Washington crossing 
the Delaware in a boat on Christmas night. 
If convenient, show a picture of the histor- 
ical incident. [Vid. ''Stories of Our Own 
Country," page 131 (American Book Co.)] 

Poems : Read Robert Louis Stevenson's 
"My Bed Is a Boat" ["Child's Garden of 
Verses" (Charles Scribner's Sons)], the first 
verse of which is : 

My bed is like a little boat, 
Nurse helps me in when I embark ; 

She girds me in my sailor's coat 
And starts me in the dark. 

Read the following verse : 

The wind blows north, the wind blows south, 

The wind blows east and west. 
A gentle wind, a roaring wind— 

Which one do you like best? 

Have the children point N. S. E. W. as 
the directions are mentioned. The teacher 
should remember that the best way for a 
child to secure a good vocabulary is to talk 
about what he has seen and heard. Have 
the child talk — tell things in his oVn lan- 
guage. 



108 Teachers' Manual 

In the "Chinese Mother Goose Rhymes,"' 
Prof. Isaac Taylor Headland (Fleming H. 
Re veil Co.) the following riddle is printed ; 

My boat is turned up at both ends. 

All storms it encounters it weathers. 
On its body you'll find not a board, 

But covered all over with feathers. 

We daily reload it with rice, 
'Tis admired by all whom we meet, 

You will find not a crack in my boat, 
But you'll find underneath it two feet. 

Answer : A duck. 

Slaekboard l§eiiteiiee§ : 

(a) The boy has two oars. 
(5) See the trees on the shore. 
(c) The sun shines on the water. 
Analyze the sentences of the text as fol- 
lows: 

Teacher: What ripples when the wind 
blows ? 

Pupil : The water. 

T, : The water ripples when what blows ? 
P. : The wind. 

T.: The water ripples when the wind does 
what? 

P.: Blows. 



LESSON XXXVI 



L<es§oii : In this lesson, while there is no 
Pronunciation Drill or song to emphasize the 
sounds of the Scientific Alphabet, a review 
of some of the previous sounds might be 
found advantageous ; e. g. : 

Write upon the blackboard the verse, em- 
phasizing the sounds in the following words: 



a- 


-a-new' 


e 


—elm i- 


-siF-ver 


a 


-larcli 




eve-'-ry 


tbings 




Mcircli 


i 


-bud'- ding 


twig 


^- 


-grass 




fringe 


wir-lovv 


a- 


-and 




grow'-ing i- 


-tree [ee=i] 




Mack 




in 


green, etc. 




tlian 




lit^-tle 




e- 


-bent 




robMn 





In the same way the teachers should make 
a list for the sounds of "O" thus far 
studied. 

Mature LiCSSon : It has been previ- 
ously urged that the teacher train the 
pupils to become true lovers of nature. Tell 
them the names of the common trees and 

(109) 



110 Teachers' Manual 

birds, and how to recognize them. Either 
the open fields or the museum will afford an 
opportunity for such study. Thomas Bailey 
Aldrich's verse used in the lesson shows a 
love for nature, but no description is equal 
to the actual impression. First impressions 
are often the most vivid ones ; those of 
childhood are often lifelong. 

The lesson is based upon Summer. Write 
the seasons upon the board : 

Spring 
Summer 
Autumn 
Winter 



The Seasons 



Ask the questions : What is the difference 
between Spring and Summer ? Summer and 
Autumn? etc. 

The '' St. Nicholas Song Book" (The Cen- 
tury Co.) contains many delightful songs 
dealing with the Summer seasons, namely : 

" Marjorie's Almanac'' (of which the 
verse quoted in the lesson is a part): **In 
the Tree Top " ; ^' A Summer Song " ; '' The 
Merry Rain." 

Word§ : The words that have been 
placed upon the board in lists reviewing the 
sounds should be used in sentences and 



Lesson XXXVI 111 

their meanings explained simply to the 
pupils. When the little verse is read, the 
picture should be so described that the 
child, in his own language, will be able to 
tell what the picture means. Do not aim 
too high in instructing a child. Always re- 
member this psychological truth : an appeal 
to man or child will miss his intelligence 
unless there be something in his own ex- 
perience that responds to what is told. 

Spring^ Tlioug^lits : 

Came the Spring with all its splendor, 

All its birds and all its blossoms, 

All its flowers, and leaves, and grasses. 

—Longfellow, " Hiawatha." 



It is the season now to go 
About the country high and low. 
Among the lilacs hand in hand, 
And two by two in fairyland. 

—Robert Louis Stevenson. 



LESSON XXXVII 



The Clock: The lesson is based upon 
the words clock and watch, both containing 
the e sound; it would be well after drilling 
thoroughly upon the sound and getting 
the children familiar with the symbol of the 
sound to show them how to make the face 
of a clock. Take a piece of cardboard and 
cut out a disk (see illustration of clock 
in the lesson). Make the hands of card- 
board, calling attention to the fact that the 
large hand is the minute hand, the small 
one the hour-hand. Clamp the hands in the 
center of the cardboard disk with a piece 
of flexible wire, not too tight, as there 
must be allowance made for movement of 
both hands. Number the hours on the disk 
in Roman figures. After the face of the 
clock is thus completed, explain simply about 
the movements of the hands. Question : 
What time do you get up? Answer: At 
seven. Place the hands of the clock at 

(112) 



Lesson XXXVII 113 

seven. Q.: What time does school begin? 
Ans.: At nine. Place the hands at nine. 
Give this time-drill each day until the pupils 
recognize easily the position of the hands at 
certain hours. Let the children count the 
spaces between the hour numbers marked 
on the face of the schoolroom clock. 

In explanations, be careful not to confuse 
the pupils by too much detail, but take one 
step at a time and do not pass to another 
until everything previously shown is under- 
stood. It would be advisable to have a 
clock near by so as to show the relation 
between the movements of the hour-hand and 
minute-hand. Explain that when the clock 
runs down, it has to be wound up, etc. 

Ver§es : Read to the child the following 
verses: 

"Tick, tock," 
Said the clock, 
*' Girls and boys must open their eyes; 
The day's begun, 
Ho, ho — the sun 
Is rising, so you too must rise/' 

'' Tick, tock,'' 
Said the clock, 
" The sun is sinking in the west; 
The day is done, 
And you've had fun — 
So go to bed an4 take ^ rest! '^ 



114 teachers' Manual 

Talk by the Teacher: Ask if the 

pupils know how people told the time of 
day when there w^ere no clocks. Then ex- 
plain about the movements of the sun; how 
it rises in the east and sinks in the west. 
Point to the east and to the west. When 
the east is on our right hand and the west 
is on our left, the north is in front, and the 
south is back of us. Explain that at noon 
the sun is directly south. With the use of 
a globe and a candle flame, day and night 
may be explained very readily and simply. 

Farmers used to have a " noon-mark " on 
the door- step or other convenient place, and 
when the shadow of a tree or post reached 
that mark, they knew it was noon. Tell 
how Jay Gould when a young man supported 
himself by making "noon-marks" for the 
farmers, getting his dinner and fifty cents in 
money for each one made. 

Ask — ' ' Where is the sun at night ? " Tell 
the pupils that when American boys get up 
in the morning, Filipino boys are going to 
bed; when it is morning in America, it is 
evening in the Philippines, and when it is 
morning in the Philippines it is evening in 
America. 



Lesson XXXVIT 115 

Picture : A Revolutionary or grand- 
father's clock is shown in the picture. Ex- 
plain about the pendulum, and the bell that 
chimes the hours. On the New York Herald 
building, in New York city, two bronze 
figures of men are seen, holding sledge- 
hammers and standing on either side of a 
large bell. At twelve o'clock and six o'clock, 
the hammers strike the hour upon the bell. 
Tell how some clocks are large enough to 
hide in. Sometimes this was done during 
the American Revolution. 

The L<e§soii : It must be remembered 
that the foregoing material is only suggest- 
ive ; in these notes there are many repeti- 
tions, because it is essential that many things 
should be repeated to the pupils — as only 
through familiarity, through thinking a 
thought over and over again, will a child 
gain the establishment of varied associations 
resulting in permanence of impression and 
ready recollection, which are among the chief 
aims of all education. Every teacher is 
expected to use the notes as supplementary 
to her teaching and only in the way of sug- 
gestions. Before the talk above outlined is 
given, the pupil should be drilled upon the 
following items in the order given ; 



116 Teachers' Manual 

(1) The sound (Scientific Alphabet). 

(2) "Words containing that sound found in 
text and Pronunciation Drill. 

(3) The text. 

(4) The music. 

(5) Material suggested in notes. 



Thoug^liti^ for the Teacher : 

The new teaching . . . requires alertness, vitality, and 
sympathetic enthusiasm. It is exhausting. Virtue goes 
out of the teacher at every moment. 

— Charles William Eliot. 



We need to be strongly reminded that wickedness is 
closely akin to weakness, and then to consider the moral 
consequences of our physiological ignorance. 

— Nicholas Murray Butler. 



LESSON XXXVIII 



Christiiia§: Your pupils are probabl;> 
at an age when the imagination is most 
vivid, and happiness clings to the expecta- 
tions of what Santa Claus will bring them. 
Shall we dispel this illusion ? The editor of 
the New York Sun was once asked by a little 
girl, eight years old, if there was a Santa 
Claus. " Please tell me the truth," the little 
one pleaded, and here is the answer : 

"Yes, Yirginia, there is a Santa Claus. He exists as 
certainly as love and generosity and devotion exist, and 
you know tliat they abound and give to your life its 
highest beauty and joy. Alas! how dreary would be the 
world if there were no Santa Claus! It would be as 
dreary as if there were no Virginias. There would be no 
childlike faith then, no poetry, no romance to make 
tolerable this existence. We should have no enjoyment 
except in sense and sight. The eternal light with 
which childhood fills the world would be extinguished. 

" You may tear apart the baby's rattle and see what 
makes the noise inside, but there is a veil covering the 
unseen world which not the strongest man, nor even the 
united strength of all the strongest men that ever lived, 

(117) 



118 Teachers' Manual 

could tear apart. Only faith, fancy, poetry, love, 
romance, can push aside that curtain and view and 
picture the supernal beauty and glory beyond. Is it all 
real? Ah, Virginia, in all this world there is nothing 
else real and abiding. 

"No Santa Glaus! Thank God! he lives, and he lives 
forever. A thousand years from now, Virginia, nay, ten 
times ten thousand years from now, he will continue to 
make glad the heart of childhood!" 

On the other hand, a well-known author 
says : 

"From thorough experience, I know that children 
enjoy fairy stories and myths if told frankly that they 
are 'make-believe' or imaginary — just as we enjoy 
Homer and * Paradise Lost.' The truth should always 
be told children; it is too precious to be vaporized. I 
told my children the exact truth about Santa Glaus, and 
I am sure they got as much enjoyment out of Santa Glaus 
as did those children who believe him a real being." 

In discussing Christmas, emphasize the 
fact that it is a season when '' peace on earth 
and good-will toward men " reign. Have 
the children talk about Christmas, and ask 
questions to encourage them. Talk about 
holly, the fir-tree, etc. 

Pronunciation I>rill: Eeview the 
sounds as given in Lesson XXXVII and then 
take up each word relating to the sound 
found in the text and in the drill ; see that 
the positions of the organs are those indi- 



Lesson XXXVIII 119 

cated in directions. Note the equivalent 
a=e in Avatcli. 

Holidays : Christmas is both a holy day 
and a holiday, coming in December. There 
are twelve months in a year. If the children 
do not knov7 all the months of the year, have 
the names v^^ritten upon the board and in- 
troduce in such list the most important holi- 
days ; thus : 

January — New^ Year's Day. 

-p , ^ j 22 — Washington's Birthday , 
(12 — Lincoln's Birthday. 

March. 

April — Arbor Day (in some states). 

Tyr j Victoria Day (Canada), 

( Memorial Day, or Decoration Day. 

June. 

J 1 j Fourth of July (Independence 

( Day), Dominion Day (Canada). 

August. 

September — Labor Day (first Monday). 

October. 

November — Thanksgiving Day. 

December — Christmas. 

[Ftd. '^Eound the Year in Myth and 
Song " (American Book Co.)] 

Explain the meaning of each holiday as it 
comes ; not all at once, or you will confuse 



120~ Teachers' Manual 

the pupils. Ask question: In what month 
were you born ? December is the last month 
of the year. January begins a New Year. 
On the blackboard divide the months into 
seasons : 

( March i September 

Spring \ April Autumn ■< October 

( May ( November 

{ June ( December 

Summers July Winter < January 

( August ( February 

Stories : Read to the children the poem 
" A Visit from St. Nicholas," by Clement C. 
Moore. The following is the first verse of 
the same : 

'Twas the night before Christmas — 

When all through the house 
Not a creature was stirring — 

Not even a mouse. 

Tell the story of Christmas. [Vid, *'The 
Story Hour," Kate Douglas Wiggin and 
Nora A. Smith, page lOl (Houghton. Mifflin 
& Co ).] 

Tell the story of Thanksgiving. {Vid, 
*' The Story Hour," page 107.) 



LESSON XXXIX 



Review : Three sounds of " O "' are here 
reviewed, and should be used in the man- 
ner suggested in previous lessons. Use the 
v^ords in short sentences, and see that the 
meaning of each word is understood; where 
pictures are available, show an oar, a rose, 
a bow, etc.; have the pupil count the num- 
ber of doors in the room; point to the floor, 
etc. Have the words mean something to 
the child — each to express a thought. 

Drawings Leisoii : The circle is here 
given in combination with the straight line; 
the teacher may use either a compass and 
ruler, or draw the circle with the aid of. a 
pencil and string. The figures may thus be 
explained — of course care being taken that 
the child is not unnecessarily confused by 
the technical words radius, diameter, quad- 
rant, and concentric. 

Fig. 1. Circle with radius. 

(121) 



122 Teachers' Manual 

Fig. 2. Circle with diameter which di- 
vides circle in half. 

Fig. 3. Circle in quarters; Fig. 5 same. 

Fig. 4. Square in circle made by connect- 
ing the four points in Fig. 3. 

Fig. 6. Quarters of Fig. 5 bisected. 

Fig. 7. Square in circle, constructed on 
points different from those in Fig. 4. 

Fig. 8. Two squares in circle, constructed 
on the eight points of Fig. 6. 

Fig. 9. Two circles with the same center 
(concentric); do not use the word concentric. 

Fig. 10. Three circles with the same cen- 
ter. 

Fig. 11. Same as Fig. 4, only a circle is 
placed inside the square, drawn with a ra- 
dius equal to the distance from the center 
of the circles to the center of one side of the 
square. 

The diagrams should be explained care- 
fully, and each one should at first be placed 
upon the blackboard by the teacher. 



LESSON XL 



Pronunciation Drill: The e sound 
is equivalent to aw in t\\aw and to a in fall. 
It is a long vowel sound as heard in pro- 
nouncing the o in or. 

Text : Before using the text, give a little 
talk to the pupils about ice, frost. Winter, 
and skating. Then take up each sentence 
of the text separately, and see that it is 
understood before passing to another. Em- 
phasize especially the words containing the 
vowel sound as found in the Pronunciation 
Drill, and see that the sound is given in a 
natural tone. 

Winter : Put upon the blackboard some 
of the characteristics of Winter time, as : 

Cold; snow; ice; frost; snow flakes. 

Q. : What do you put on when you go out 
to walk in Winter ? 

Ans,: Coat; mittens; earpads; muffler. 

(123) 



124 Teachers' Manual 

Q. : How do you keep warm ? 

Ans.: Fire, coats, etc. 

Q. : What can you do in Winter that you 
can not do in Summer ? 

Ans.: Snowball; skate. 

Talk about snow and snow-men; toboggan- 
slides; snowbirds. 

I^kating : Describe roller-skates and ice- 
skates. Get the children to ask questions 
about skating. Tell of the girls and boys of 
Holland who nearly all know how to skate, 
and go from place to place on the steel run- 
ners. In *'St. Nicholas Song Book" (The 
Century Co.) there is a " Song of the Roller 
Skates," by Maria J. Hammond; the first 
verse is as follows : 

Swoop-a-hoo ! Swoop-a-hoo ! * 

To the left, to the right; 
Swoop-a-hoo! Swoop-a-hoo! 

On our rollers so bright. 

Read this verse to the pupils, and if you 
have the book, read the entire poem. 

Siiowflake§ : Explain to the children 
as simplv as possible how snowflakes are 
made, how frost comes, and read the follow- 
ing verses taken from another song by IMary 
Mapes Dodge in the ''St. Nicholas Song 
Book": 



Lesson XL 125 



Whene'er a snowflake leaves the sky, 

It turns and turns to say " Good-by ! 

Good-by, dear cloud, so cool and gray! " 

Then lightly travels on its way. 

But when a snowflake, brave and meek, 

Lights on a rosy maiden's cheek, 

It starts, " How warm and soft the day! 

'Tis summer!" and it melts away. 

Experiments : While it is not intended 
to teach young children science, still there 
are a few experiments that may be shoivn 
and explained in simple language. Not 
only will the children enjoy the experi- 
ments, as something seen will always leave 
a deep impression, but at the same time 
they will learn a truth, and "knowing a 
thing because I have seen it " is a long way 
on the road toward reaching the "why," 
which will come later. 

Place a glass of water on a table. 

Put a cork in the water; it floats. 

Put in a stone; it sinks to the bottom. 

Put in a piece of ice; it floats. 

Idea of Weight : (a) Tell the pupils 
that the cork and the ice. floating in water, 
are lighter than water. All things that float 
in the water are lighter than water. 

(b) The stone, sinking to the bottom of 
the glass, is heavier than water. All things 



126 Teachers' Manual 

that sink in the water are heavier than 
water. 

Heat and Cold : Have an iron ring 
and two iron balls, one that will just slip 
through the ring and one that is just a little 
too large to slip through. 

(a) Heat the ball that will slip through 
the ring, and when it is blood-red, show 
that it will not slip through the ring; in 
other words, that it has grown larger. The 
heat has made the iron ball grow larger. 

(5) Take the remaining ball and freeze it ; 
this freezing may occupy some time, so it 
had better be started early in the morning, 
and the ball allowed to stand incased in ice 
till thoroughly chilled. Show that this ball 
will now slip through the ring. The cold 
has made the iron ball grow smaller. 

llu§ic and Motto : To be used as 
heretofore explained. The motto is to be 
read and a talk based on it ; it is taken from 
Shakespeare. Tell something about Shake- 
speare. 



LESSON XLI 



The l^ound : The © is an obscure sound, 
and great care should be taken in drilling 
upon it. The syllable -or in saiF-or should 
not be slurred, but it should be remembered 
that it is not the full or long or sound, as in 
nor. 

The I^esson: Explain to the pupils 
what is meant by the word harbor. Ask if 
they have ever seen a sailor. Have them 
tell what they know about sailors. Sailors 
that are in our navy are sometimes called 
"Uncle Sam's Boys." If you have the 
music, play "Nancy Lee," and "Sailing" 
with its chorus: 

Sailing, sailing 

Over the bounding main, 
For many a stormy wind shall blow 

Ere Jack comes home again. 

Describe Uncle Sam's war-ships ; how 
large, how fast they can go, what big guns. 
Ask the boys if they can name any of the 
ships. 

(127) 



128 Teachers' Manual 

Stories : Many stories of war- vessels 
may be found in American history ; but in 
telling such, always emphasize the bright 
side for children. War-ships are not made 
for play, but to children they suggest adven- 
ture, "The Frigate's Namesake" (The Cen- 
tury Co.) is a delightful story, dealing with 
a little girl who knew all about ships, had a 
boat of her own, and one day visited a 
real ship. If procurable, the teacher will 
find it a help. Talk to the pupils about 
Decatur, Dewey, etc. The "St. Nicholas 
Song Book" (The Century Co.) contains a 
song, " There's a Ship on the Sea." 

Sailors : Explain wigwagging, or signal- 
ing with flags, to the children. This may 
be illustrated in the form of a game; for ex- 
ample, have a girl and a boy stand in opposite 
corners of the schoolroom, each with flags, 
and tell the boy that a certain movement he 
makes with his flag will mean "Are you 
'going out to play?" and tell the girl that 
the movement she makes with her flag will 
mean "Yes." Tell how signaling is done 
at night by electricity or other lights. Talk 
about the search-lights on a battleship, etc. 
Sometimes the sailors on a war-ship have 
rescue drill in this way: a life-buoy is thrown 



Lesson XLI 129 



overboard, and the ship quickly leaves it 
behind. The man on watch calls "man 
overboard," the ship is stopped, a life-boat 
is lowered, and a crew of sailors get in and 
row back fast, just as if a man were sinking, 
till they can pull the poor "buoy" out of 
the water and take it on board the ship. 
Thus, in case of a real accident, these men 
would be ready. 

Review : Review the making of the 
paper boat, found in Reader, Lesson XXXIV, 
page 42. 



To the Teachers From *' Scientific 

Side-Lights," James C. Fernald (editor) 

[Funk & Wagnalls Co.] : The following is 
culled from topic 680 : 

[Materials] taken in gradually, day after day, recurring 
in different contexts, considered in various relations, 
associated with other external incidents, and repeatedly 
reflected on, grow into such a system, form such connec- 
tions with the rest of the mind's fabric, lie open to so 
many paths of approach, that they remain permanent 
possessions. This is the intellectual reason why habits 
of continuous application should be enforced in educa- 
tional establishments. — James Psychology^ vol. i, ch. 16, 
page 663. (H. H. & Co., 1899.) 



LESSONS XLII, XLIII 



Ol)ject-I>r Having : This is the first les- 
son designated as an Object-Drawing lesson. 
It is based upon the straight line and the 
curve, both of which have been given in a 
previous drawing lesson. The teacher is to 
use discretion as to whether this lesson 
shall be completed in one or more days. It 
may be advisable to make several lessons of 
it. Of course, the objects are to be drawn 
free-hand. If possible, have the objects 
themselves placed before the class, in the 
positions as seen in the cut, Eeader, page 50. 
Do not confuse the child with the term per- 
spective, but explain that a little of the top 
of the box in Fig. 2 is to be seen, and show 
how the side lines converge to make this 
top. Explain everything as simply as pos- 
sible. The drawings may be gi'ouped in the 
following manner, running across page : 

(1) Square. (2) Box. (3-4) Cylinders. 

(5) Door. (6) Book. (7) Cup. (8) Pail. 

(9) Ink-bottle. (10) Rolling-pin. 

(130) 



Lessons XLII, XLIII 131 

The teacher on careful examination will 
see that the groaps are practically repeti- 
tions in new shapes of elements that have 
already been introduced in previous drawing 
lessons. 

RevicAV Lesson : Two sounds of '*0" 
are to be reviewed in the same way as di- 
rected in previous review lessons. See that 
the meaning of each word is understood. 
Write sentences or verses containing the 
words upon the blackboard and read to the 
pupils, as: 

Humpty Dumpty eat on the wall; 
Humpty Dumpty had a great fall, etc. 

Music : The completed song, containing 
the examples of all the sounds of "O," is 
given on page 51 of the Header, and should 
be carefully practised. As much gesture as 
possible should be taught the children. The 
flowing of the water, the exclamation 
*' Hark ! " lend themselves readily to action 
on the part of the pupils. 

Verse : The little verse from Robert 
Louis Stevenson's *' Child's Garden of 
Verses " (Charles Scribner's Sons) is to be 
read by the teacher to the class. 



LESSON XLIV 



Pronunciation ]>rill: The two dia- 
grams at the top of the lesson page contain 
nine words formed by the addition of 

(1) Six consonants to ook. 

(2) Two consonants and the digraph sli 
to ould (digraph = two letters representing 
one sound). 

• Put upon the blackboard the sentences : 

(1) I would if I could. 

(2) You should if you could. 

Explain in a simple way the moral sig- 
nificance of such expressions. 

The two equivalents found in this lesson 
are oo = u and ou = u. 

Stories : The teacher by this time has 
probably found that the pupils show some 
eagerness in suggesting words containing 
the vowel sound that is being studied. Upon 
such words the teacher may often base a 

(132) 



Lesson XLIV 133 

story. It is not asked that the teacher 
always use the story suggested in these 
notes, but a child's interest needs stimula- 
tion, and the desire for a story should be 
met. '* Little Red Elding Hood "has else- 
where been used ; if the pupils remember 
having heard it, let one of them repeat the 
story. Tell the class that the word wolf 
contains the u sound, and write a sentence 
upon the blackboard in which the word is 
used ; as, " The wolf is cross." Narrate the 
story of the boy who cried ' ' Wolf . " In brief 
it runs : 

Once there was a boy who went into the 
fields to watch his flock of sheep ; during the 
day he thought he would have fun with the 
village folk, so he cried aloud, '^ Wolf, wolf, 
wolf," and the people came running out, 
thinking that the sheep were being eaten up. 
But they only found a laughing boy, and the 
sheep quietly grazing in the meadow. One 
day, however, a real wolf came, and when 
the boy called out, '' Wolf, wolf, wolf," no 
one ran to help him, and his sheep were 
killed. 

The following Mother Goose rime should 
be read to the pupils ; the word crooked con- 
tains the u sound : 



134 Teachers' Manual 

There was a crooked man, 

And he went a crooked mile, 
And he found a crooked sixpence 

Against a crooked stile; 
He bought a crooked cat, 

Which caught a crooked mouse, 
And they all lived together 

In a little crooked house. 

music : The same idea of emphasizing 
the different sounds of " U" by italicizing 
words containing the sound studied, as sug- 
gested in the '*0" song, is here followed. 
The two music lines should be practised 
carefully, and the italicized words in the 
Terse lines should be written upon the black- 
board, and used in connection with the 
Pronunciation Drill. 



LESSON XLV 



Pronunciation I>rill: The u sound 
is continued in this lesson, and as it is rather 
a difficult sound, it should be studied care- 
fully ; we repeat that the teacher should see 
that no pupil raises the voice too high ; a 
natural pitch is desired — aim at intensity^ 
not loudness. 

T^cison: The lesson and the picture 
show unity ; in fact, it has been the aim 
throughout the Reader to show that the 
best results are obtained by the use of 
related subjects rather than isolated ones, 
and also by the emphasis of such relation. 
There is scope for a large variety of related 
topics, based upon the picture illustrating 
the lesson : 

(1) Winter time. 

(2) Ice and snow. 

(3) Sunset. 

1135) 



136 Teachers' Manual 

(4) Trees and bushes. 

(5) The brook nearly frozen over. 

(6) Deer. 

(7) Color lesson. What colors do you see 
in the picture ? 

(8) The woods. 

ISin^ular and Plural : Put upon the 
blackboard the following sentences : 
I see a deer. 
I see two deer. 

Explain that the word deer may mean 
one or more. As the pupils by this time 
have some idea that the plural is formed by 
the additions of s or es to the singular, care 
should be taken that a simple explanation, 
leading to no confusion, is given about the 
plural of the word deer. The irregular 
plurals in general shoidd he avoided for the 
present. Of course, the children will under- 
stand the ideas that the words plural and 
singular represent long before they need be 
taught these terms. 

I>eer : Talk to the children about deer : 

(1) Color. 

(2) Horns — different from cow's ; how 
they are shed. 

(3) Eyes — keen, bright. 

(4) Tail— short. 



Lesson XLV 187 

(5) Timid animals. 

(6) Swift runners. 

Reindeer: Attached to sleighs in very 
cold countries ; used as we use horses. Tell 
of Santa Claus coming in a sleigh drawn by 
reindeer. 

Story : Have one of the pupils repeat the 
story of the ''Babes in the Woods," which 
was told in a previous lesson. 

Poem : Tennyson's '' The Brook." While 
the poem as a whole is beyond the under- 
standing of the average pupil studying a 
First Reader, it is believed that certain lines, 
supplemented by the teacher's explanation, 
will give a vivid picture of a brook : 

And sparkle out among the fern. . . . 

By thirty hills I hurry down, 
Or slip between the ridges. . . . 

I chatter over stony ways. . . . 

With many a curve. . . . 

By many a field. ... 

I chatter, chatter, as I flow 

To join the brimming river. . . . 

I wind about, and in and out, 
With here a blossom sailing. . . . 

I steal by lawns and grassy plots. . . . 



138 Teachers' Manual 

I slip, I slide, I gloom, I glance. . . . 
I murmur under moon and stars. . . . 
I linger, etc. 

Wherever in the lessons it is possible to 
illustrate the many points in a simple way 
by using the words of a master-artist such 
as Tennyson, it would be well to do so. 

Longfellow thus describes *' The Brook " : 

Laugh of the mountain ! — lyre of bird and tree ! 

Pomp of the meadow ! mirror of the morn ! 

The soul of April, unto whom are born 
The rose and jessamine, leaps wild in thee! 

There is everything in entering into the 
spirit of a season, and the above lines are 
given not necessarily to be read to the 
pupils, but to emphasize that sympathy 
with all nature which a teacher should 
strive to cultivate. 



LESSON XLVl 



Pronunciation Drill: Take partic- 
ular care in tlie drill upon the ii equivalents, 
o, oo, and ou. 

The Teacher: Each point of the lesson 
should be studied in regular order. First 
the Scientific Alphabet sound should be con- 
sidered, along with the words containing 
the sound to be found in the text and 
Pronunciation Drill. After reading the 
text to the pupils, see that every thought 
therein contained is clearly understood. 
Ask questions. Remember that it is the 
object of this Reader to have each lesson 
tell something to the pupil that is worth his 
while to know. Emphasis of the sound 
must not be neglected, wherever it is pos- 
sible to emphasize it. 

The Text : The last sentence in the text 
asks a question. In a previous lesson (XL), 
an experiment with water, ice, and a stone 

a39) 



140 Teachers' Manual 

was suggested. If the pupils have been shown 
the experiment, they should be able to an- 
swer this question. If the experiment is not 
remembered, perform it again before giving 
an answer. In every case, the thoughts sug- 
gested to the pupils should relate to Winter 
time, which is the basis of the lesson. 

Experiment : If this lesson is studied 
during very cold weather, it might be shown 
the pupil how ice forms on pools of water, 
at first in thin sheets, then becoming so thick 
that men can skate and horses walk upon it. 

An inexpensive experiment could be 
shown by the teacher at this point of the 
lesson. Ask the pupils if they have ever 
seen a thermometer; show them one. Have 
two glasses placed upon a table, one filled 
with cold water and the other with warm 
water. Put the thermometer into cold water 
and show how the mercury in it drops; then 
put it into warm water; show how the mer- 
cury rises. 

Inference : When put into hot water 
the mercury rises — becomes larger (or ex- 
pands). When put into cold water the mer- 
cury falls — becomes smaller (or contracts), 

Quest! on § : Do you remember how the 
ball grew larger when it was heated ? Do you 



Lesson XL VI 141 

remember how the ball grew smaller when 
it was frozen? 

Literature: See "Nature Study in 
Elementary Schools," Wilson (The Macmil- 
lan Company) : 

(a) Snowflakes — pages 108, 109. 

(b) Snow, Hail — pages 154, 155. 

In Lovejoy's ''Nature in Verse" (Silver, 
Burdett & Co.) there are many poems rela- 
ting to the "Winter season. One called ' ' The 
Snow-Storm " (page 269) is quoted in full : 

The Snow-Storm. 

We are free! we are free! the snowflakes cried, 

Hurrah! hurrah! away we hide. 

Now we're whirling, and twirling, and dancing around, 

And gently sinking to the ground. 

The jolly north wind! how he makes us fly, 

And whistles the tune we are dancing by. 

We cover the valleys, we cover the hills. 

We bury the flowers and frozen rills, 

We're dashing out this way, and that way again, 

We're dashing against the window-pane. 

Then away, away, away, away. 

We'll make a track for the merry sleigh; 

We're drifting high, ah! ah! here's fun 

For the boys and girls 

When school is done. 

Now we're whirling, and twirling, and dancing around. 

And gently sinking to the ground. 

Other poems that might be of use to the 



143 Teachers' Manual 

teacher may be found in the same volume on 
pages 258-276. 

The following songs might be consulted to 
advantage by the teacher : 
"Songs of the Child- World," Gay nor (The 
John Church Co.) : 
(a) "Jack Frost," page 68. 
(5) " Tracks in the Snow," page 69. 
(c) " Sleighing Song," page 70. 
" Songs for Little Children," Eleanor Smith 
(Milton Bradley Co.) : 
(a) "In the Snowing and the Blowing" 

[Part I], page 12. 
(5) " The Snow Clouds" [Part I], page 35. 

(c) "Jack Frost" [Part II], page 28. 

(d) "Snow Ball Song " [Part II], page 31. 
Talks : Tell the pupils of the provision 

of nature by which, when water freezes, the 
ice always forms at the top, the water below 
retaining a certain amount of warmth, and 
thus protecting the fish during the cold 
months. Describe the extra amount of fur 
to be found on animals in Winter time. 



LESSON XLYII 



The Teacher: The thought of the 
lesson should go through the mind of the 
pupils. Carlyle at one time said, "Hold 
your tongue and do something." Never 
forget that in moral and religious education 
almost everything depends upon the teacher. 
A stream can not go above its source; the 
teacher is the source. As has been well 
said, "Truth can be promulgated only by 
those who possess it." 

The Ije§§on : Write out parts of the 
lesson on the blackboard, dwelling upon the 
vowel sounds contained in it. It would be 
well for the teacher to prepare herself for 
every lesson on the day before it is given, 
and determine in what way she will make 
the details of the lessons clear to the class. 

Vocahiilary : A good way of securing 
a conversational vocabulary is by inducing 
the pupils to talk freely about things they 
have seen on their way to school. Have them 

(143) 



144 Teachers' Manual 

repeat any little story they may have had read 
to them either at school or at home. En- 
courage the children to talk by asking ques- 
tions and by keeping up the interest in the 
topic being studied. Remember that chil- 
dren learn words by efforts to understand 
and to express ideas. 

Proiiiiiiciatioii I>rill: The word 
bugle, found in the text, contains a combi- 
nation of i and u sounds, and is pronounced 
l>iu'-gl. 

Picture : This is divided into three 
parts : 

I. Soldiers. Have the children count the 
number in each row or rank, and repeat the 
following stanzas : 

One little, two little, three little soldiers, 
Four little, five little, six little soldiers, 
Seven little, eight little, nine little soldiers, 
Ten little soldier boys. 

Ten little, nine little, eight little soldiers, 

Seven little, six little, five little soldiers, 

Four little, three little, two little soldiers, 

One little soldier boy. 

In the same verse, substitute the word 
sailors, and repeat it. 

II. Bugler. Tell the pupils some things 
the cavalry bugler has to do, e. g,: Blows 



Lesson XL VII 145 

bugle for soldiers (1) to get up (reveille); 
(2) to go to bed, *' lights out," ^'taps"; (3) 
to make a charge in battle. 

The West Point cadets, it is said, think 
that the bugle-call in the morning means the 
following : 

And I can't get them up, and I can't get them up, 
And I can't get them up in the morning, 

And I can't get them up, and I can't pet them up, 
And I can't get them up at all. 

Tennyson in his "Bugle Song," found at 
the end of the third part of *' The Princess," 
gives this refrain : 

Blow, bugle, blow, set the wild echoes flying, 
Blow, bugle; answer, echoes, dying, dying, dying. 

O hark, O hear! how thin and clear, 
And thinner, clearer, farther going ! 

The bugle is also sounded on board a war- 
ship. Play some of the bugle-notes on the 
piano. If a phonograph be obtainable, a 
record may be readily procured that repro- 
duces all the well-known bugle-calls. 

III. Sailors. See suggestions in a previous 
lesson (XLI). 

Storie§ : (1) Sir Philip Sidney, wounded 
on the battle-field, gave the single cup of 
water which had been brought for him to 
10 



146 Teachers' Manual 

a dying soldier, saying, ' ' Thy necessity is 
greater than mine." (2) The little drummer- 
boy, wounded and being left behind by a 
defeated and retreating army, beat his drum 
until the soldiers took heart and rushed back 
up a hill to victory. 

ISSackboard Sentences : 

(a) The soldiers are marching. 

(5) They have guns. 

(c) The soldiers wear hats. 

(c?) The sailors wear caps. 

(e) Soldiers belong to the army. 

(/) Sailors belong to the navy. 

(g) Hurrah for the soldiers ! 

(h) Hurrah for the sailors ! 

(?) The soldiers and the sailors love one 
flag. 

(j) Hurrah for the red, white, and blue ! 



LESSON XLVIII 



The Teacher : It is told of a certain 
teacher how, when he had to give to his 
class a lesson on measurement, he sought for 
means by which to interest the pupils at the 
outset. Entering the room, he took a ruler 
from the desk, and getting down upon the 
floor, began measuring one side of the room. 
The pupils, on the qui vive, watched intently, 
and finally, when one side had been meas- 
ured, and the result put upon the blackboard, 
the teacher began his explanation. This in- 
cident should be borne in mind ; if the pupils 
are interested, they will go a long way be- 
cause of that interest. What matter if mis- 
takes are made at the beginning? The 
teacher should see that the children are not 
too sensitive to criticism. 

The L<esson : Draw a straight line five 
inches long on the blackboard. Give to one 
of the pupils a piece of cardboard one inch 

(147) 



148 Teachers' Manual 

long and ask him to go to the board and 
mark the line off into spaces equal to the 
length of the cardboard in his hand. Count- 
ing, he will find that he is able to mark off 
five spaces within the length of the line. 
Tell the pupils that each space is called an 
inch. 

Draw a square on the board, each side of 
which is one inch. Have a pupil measure 
the sides of this square. 

Let the pupils measure things in the 
schoolroom. Train the child's eye to see 
how high a thing is ; how far off a thing 
is, etc. 

The Sound: The sound u is obscure, 
and is found in the terminations -jure, -sure, 
when unaccented. 

RerieAV : Three sounds of "XJ-'are here 
reviewed, and some of the words in which 
the sounds occur are new. Be sure that the 
meaning of each word is understood, and 
use the words in sentences of the pupils' 
making. Cards might be used for making 
sentences, each word of the sentence being 
on a separate card, and the cards mixed up, 
for the pupil to arrange so as to make com- 
plete sense. See the suggestion given under 
notes for Lesson XII. 



LESSON XLIX 



Buttercups : Color — yellow. 
Stem — hairy. 
Where found — meadows, 
fields, roadsides, grassy 
places. 
Season — May-September. 
For further description, see "Nature's 
Garden," Neltje Blanchan (Doubleday, Page 
& Co.); ''Nature Study in Elementary 
Schools," Wilson (The Macmillan Co.). 

Butterfly : Emphasize the following in 
talking about these brightest of insects : 

(1) Colors. 

(2) Size of wings. 

(3) Wings in motion. 

(4) Wings at rest. 

(5) Spots on wings. 

(6) Eyes. 

(7) Feelers. 

It would be well for the teacher 

(1493 



150 Teachers^ Manual 

(1) To draw a large diagram of a butterfly 
on the blackboard. 

(2) To show how the butterfly comes from 
a caterpillar, explaining its growth by the 
following diagram : 



small grub 

or 
caterpillar 



chrysalis state — 
time of .change 



butterfly 
In a book entitled "According to Season " 
[Talks about the Flowers in the Order of 
Their Appearance in the Woods and Fields], 
by Frances Theodora Parsons (Charles Scrib- 
ner's Sons, 1902), there is a chapter entitled 
''A Long Island Meadow,"' in which certain 
statements about the butterfly are found 
tliat will be of interest to the pupils. The 
author says that the monarch or milkweed 
butterfly is probably the best-known butter- 
fly in the United States, and its conspicuous 



Lesson XLIX 151 

orange-red, black-bordered wings, as it darts 
about, may be seen almost everywhere. The 
author likewise comments upon the strength 
and endurance that a fragile thing such as a 
butterfly can show at times. It often jour- 
neys, so it is said, thousands of miles, and, 
somehow or other, escapes destruction from 
its enemies, despite its brilliant coloring. 
There are two points emphasized by the 
author in the short description of this butter- 
fly found in this chapter — its weapon of de- 
fense against other insects and birds, and its 
lack of keen vision, (a) It defends itself by 
means of the odor exhaled from its entire 
body. (5) It flies around, guided principally 
by the sense of smell, rather than of sight. 

The two following paragraphs are quoted 
from this work ' 'According to Season, " which 
book would be of valuable assistance to teach- 
ers who wish to extend the nature work in 
their class beyond the lessons suggested 
throughout the Reader and Manual : 

"The butterfly . . . along the coast in 
the Fall has frequently been seen assembling 
in flocks numbering hundreds of thousands, 
changing the color of the trees on which it 
alights for the night. 



152 Teachers' Manual 

** Clinging to a leaf or a blade of grass, 
occasionally we see the caterpillar of the 
milkweed butterfly, its plump body banded 
with yellow, black, and white. These cater- 
pillars come from eggs deposited by the 
butterfly upon the upper surface of the new 
leaves of the family food -plant (usually a 
milkweed). In about four days the cater- 
pillar hatches, and spends the next two or 
three weeks, while attaining its size, upon 
the food-plant. During this period it molts 
its skin four times. When the time comes 
for the change to chrysalis, it usually leaves 
the food-plant and seeks some safe and 
steady spot, where it hangs from nine to 
fifteen days, when the butterfly emerges." 

Poem : Read the following poem to the 
pupils, taken from Lovejoy's "Nature in 
Verse" (Silver, Burdett & Co.). 

The Butterfly. 

Out in the garden, wee Elsie 

Was gathering flowers for me; 
"O mama! " she cried, "hurry, hurry! 

Here's something I want you to see." 
I went to the window; before her 

A velvet- winged butterfly flew, 
And the pansies themselves were not brighter 

Than the beautiful creature in hue. 



Lesson XLIX 153 



''Oh! isn't it pretty! " cried Elsie, 

With eager and wondering eyes, 
As she watched it soar lazily upward 

Against the soft blue of the skies. 
"I know what it is, don't you, mama? ' 

Oh ! the burden of these little things 
When the soul of a poet is in them — 

*' It's a pansy — a pansy with wings!" 



To the Teacher: ''Any piece of 
knowledge which the pupil has himself ac- 
quired, any problem which he has himself 
solved, becomes by virtue of the conquest 
much more thoroughly his than it could else 
be. The preliminary activity of mind which 
his success implies, the concentration of 
thought necessary to it, and the excitement 
consequent on his triumph, conspire to regis- 
ter all the facts in his memory in a way that 
no mere information heard from a teacher, 
or read in a school-book, can be registered." 
■—Herbert Spencer. 



LESSON L 



Drawing : The teacher must bear in 
mind that this is an o5/ec ^-lesson, and as 
such, should deal, as nearly as practicable, 
with the objects themselves. In their order, 
the objects pictured in the drawing are as 
follows : 

(1) Bali (6) Bowl and Fish 

(2) Hemisphere (7) Dumb-bell 

(3) Bowl and Spoon (8) Glass 

(4) Hemisphere (9) Pitcher 

(5) Cap (10) Lantern 

At first, these objects should be drawn 
upon the blackboard by the teacher, and 
then careful supervision should be given to 
each child as he draws them on paper, board, 
or slate. After drawing from the "flat," 
as pictured in the lesson, another drawing 
might be made from the object itself rather 
than from a picture of the object. The 
teacher should place upon her desk each 

(154^ 



Lesson L 155 



object to be drawn, in full view of the entire 
class. 

Sentences : Have the pupils make sen- 
tences containing the words represented by 
the objects ; as, ** The ball is round." 

Form : Give some idea of form. Ask 
questions, bringing out points to enable the 
child to obtain an exact idea of the object — 
its shape, etc. Question : What is the differ- 
ence between a box and a ball ? Answer : 
One has corners, the other has not, etc. 
Furthermore, analyze sentences in the fol- 
lowing manner : 

(a) The ball is round. 

(b) The ball is what ? Round. 

(c) What is round ? The ball. 
Modeling^: As this lesson deals with 

solids, easily reproduced in clay, it would be 
advisable for the teacher to reserve part of 
the day for clay-modeling (see Lesson XIX 
for suggestions). 

(1) Have the ball made (Fig. 1). 

(2) Cut in half (Fig. 2). 

(3) Press flat side in with finger-tip 
(Fig. 3). Add the spoon. 

(4) Same as Fig. 2, only reversed (Fig. 4). 

(5) It would be advisable not to make, as 



156 Teachers' Manual 

the brim would be hard for a child to 
manage. 

(6) Sphere cut off slightly at top, with 
addition of flat bottom. 

(7) Two spheres, joined by a rod, thick in 
the middle. 

(8) (9) (10) Care should be taken in model- 
ing ; the teacher should make each part 
separately. 

The Teacher should see that, in the 
drawing lesson, the pupils use their hands 
properly and hold their pencils in such a 
position as not to result in any strained 
movement. The use of both the right and 
the left hand should be encouraged. Exer- 
cises upon the straight line and the curve 
should be given to the class. 



LESSON LI 



Word-Ouessing' : This lesson, just as 
the previous word-guessing lessons, is given 
to sharpen and to strengthen the imagina- 
tion of the pupils. The right answers are 
likely to be given only so far as the child 
has had experience with the objects them- 
selves. When such experience is found to 
be wanting, the teacher should supply it as 
far as possible, and awaken an interest, 
a desire on the part of the pupil to see and 
to know something about each object. The 
words in the text represented by the outline 
drawings are as follows : 

House, flag, bee, chestnut, basket, lion, 
sponge, slate. 

In the second part of the Reader two les- 
sons are based upon bees and upon the 
sponge. 

Pronunciation Drill : The Pronim- 
ciation Drill should be thoroughly studied, 

(157) 



158 Teachers' Manual 

and new words containing the sound u 
should be put upon the blackboard — such 
common words as lion^-ey (liun'-e), mon'-ey 
(mun^-e), tongue (tung). 

Stories : The picture at the foot of the 
lesson page shows fiYQ rabbits in different 
characteristic attitudes. No one knows our 
animal neighbors, wild or tame, better than 
John Burroughs — and here is a description 
of wild rabbits written by him, which will 
be suggestive to the teacher. The selections 
are from " Squirrels and Other Fur-Bearers" 
(Houghton, Mifflin & Co.) : 

" The rabbit evidently loves to be neighbor 
to man, and profits by it. Nearly every 
Winter one takes up her abode under my 
study floor, and when the snow is deep and 
the weather is cold she usually finds every 
night a couple of sweet apples on her 
threshold. I suppose she thinks they grow 
there, or are blown there by the wind like 
snow. At such times she does not leave her 
retreat ; the apples are good fortune enough. 
If I neglect to put them there, in the morn- 
ing I see where she has gone forth over the 
lawn looking for them, or for some other 
food. 



Lesson LI 159 



*'One summer a wild rabbit came up 
within a few feet of my neighbor's house, 
scooped out a little place in the turf, and 
reared her family there. I suppose she felt 
more secure from prowling cats and dogs 
than in the garden or vineyard. My neigh- 
bor took me out to let me into her secret. 
He pointed down to the ground a few feet 
in front of us, and said, 'There it is.' I 
looked and saw nothing but the newly 
mown turf with one spot the size of my two 
hands where the grass was apparently dead. 
'I see no rabbit nor any signs of a rabbit,' 
I replied. He stooped to this dry spot and 
lifted up a little blanket or carpet of matted 
dry grass and revealed one of the prettiest 
sights I had ever seen, and the only one of 
the kind I had ever looked upon ! — four or 
five little rabbits half the size of chipmunks, 
cuddled down in a dry fur-lined nest. They 
did not move or wink, and their ears were 
pressed down close to their heads. My 
neighbor let the coverlet fall back, and they 
were hidden again as by magic. 

"' They had been discovered a few days 
before when the lawn was mown, and one, 
as it sprang out from the nest, was killed by 
the mower, who mistook it for a young rat. 



160 Teachers' Manual 

The rest of thera fled and disappeared 
through the grass, but the next morning 
they were back in the nest, where they re- 
mained for several days longer. Only at 
night, so far as was observed, did the mother 
visit and nurse them. 

*' There was no opening into the nest, the 
mat of dried grass covered it completely, so 
that the mother, in her visits to them, must 
have lifted it up and crept beneath. It was 
a very pretty and cunning device. One 
might have stepped upon it in his walk, but 
surely his eyes alone would never have 
penetrated the secret. I am told by men 
wise in the lore of the fields and woods that 
the rabbit always covers her nest and young 
with a little blanket, usually made of fur 
plucked from her own breast." 

The question has been asked in the lesson : 
Can you tell the story of the lion who saved 
the life of a mouse ? The story is found in 
La Fontaine and u^sop, and, in brief, is as 
follows : 

Once upon a time a mouse troubled a 
sleeping lion, who, waking suddenly, caught 
it beneath his big paw, and would have 
killed it, had not the mouse pleaded for 
life ; so the noble lion let it go. Now soon 



Lesson LI 161 



after, the lion, roaming the woods for food, 
was caught in a net, and could not get out, 
no matter how hard he struggled ; but the 
mouse, hearing the roars of distress, came 
and nibbled the cords of the net and set the 
lion free. 

By this pretty fable the teacher may fasten 
in the minds of her pupils the thought that 
kindness begets kindness. '' The liberal de- 
viseth liberal things, and by liberal things 
shall he stand." " Blessed are the merciful, 
for they shall obtain mercy." This is a law 
of our being. 

Music : The music-lines thus far studied 
should be sung in review ; it must be re- 
membered that the italicized words contain 
examples of the sounds of " U," and should 
receive careful consideration. 



11 



LESSON LII 



Pronunciation Drill: After drilling 
upon the positions of the organs, it would be 
well for the teacher to put upon the black- 
board other words containing the u sound 
different from the examples found in the 
Drill ; as, furl, liurl. (The words swish and 
swirl, used in the text, imitate, in a measure, 
the sound of the wind.) 

The* JLe§son : When the teacher has 
read the lesson over to the children and seen 
that each sentence is understood, she may 
proceed to make a weather-vane, following 
the directions as given on the next page. 

Have the children point to the north, 
south, east, and west. Then explain to them 
that there is a wind which comes from each 
of the four directions, and write upon the 
blackboard : 

(a) North wind. 
(5) South wind. 

(c) East wind. 

(d) West wind. 
(168) 



Lesson LII 



163 



<^ 







ARROW 

— MADE OF 
CARDBOARD 



. KNITTINQ- 
NEEDLE 



BOX OR 
BLOCK 



Read a poem by Edmund Clarence Sted- 
man called " What the Winds Bring," which 
we quote in full : 

What the Winds Bring. 

" Which is the wind that brings the cold ? " 
"The north wind, Freddy, and all the snow, 

And the sheep will scamper into the fold 
When the north begins to blow." 

" Which is the wind that brings the heat ? " 
"The south wind, Katy; and corn will grow, 



164 Teachers' Manual 



And peaches redden for you to eat, 
When the south "begins to blow.'' 

" Which is the wind that brings the rain ? " 
"The east wind, Arty; and farmers know 

That cows come shivering up the lane, 
When the east begins to blow." 

" Which is the wind that brings the flowers ? " 
"The west wind, Bessie; and soft and low^ 

The birdies sing in the summer hours, 
When the west begins to blow." 

The Weatlier-Vane : Tell the pupils 
that when the point of the vane is turned 
toward the east, then an east wind is blow- 
ing. The feather always points in the oppo- 
site direction to that from which the wind 
is coming. Put the following on the black- 
board, showing the different positions of 
the vane for the four winds : 



^o^-^^^ ^ei-^'' 





Sentence - iriaRins : The following 



Lesson LIT 165 



sentences containing examples of the w sound 
could be used to advantage : 

Butter, churn; 
Biscuits turn — 
Before they lxu7m. 

There was a iittle girl, 

And she had a little curl, 
And seven little curls had she — 

With a swish and a swirl 

The wind caught each curl, 
And mussed it up horribly. 

Ijiterature : The literature upon the 
subject of the lesson is extensive, and the 
teacher is referred to ' ' Nature Lessons in 
Elementary Schools," Wilson (The Mac- 
millan Co ), pages 10-18, for many helpful 
suggestions. Mythology gives several in- 
teresting stories about the wind. Tell 
the pupils about ^olus, king of all the 
winds. When the wind blows against 
strings, as, for example, violin strings, 
music is heard, and we say ^olus is playing 
upon his harp. [See ' ' Eound the Year in 
Myth and Song" (American Book Co.).] 

The JEolian harp is thus described in the 
** Columbian Cyclopedia"; it is suggested 
that the teacher use the description as the 
basis for a story : 



166 Teachers' Manual 

[The ^olian harp is] "a very simple musical instru- 
ment produciijg harmonic sounds when placed in a cur- 
rent of wind. It is formed by stretching eight or ten 
strings of catgut, all tuned in unison, over a wooden 
shell or box, made generally in a form sloping like a 
desk. The sounds produced by the rising and falling 
wind, in passing over the strings, are soft and lulling, 
and have been beautifully described by the poet Thom- 
son, as supplying the most suitable kind of music for the 
Castle of Indolence^ 

The different winds have particular 
names : 

Boreas — north wind. 
Eurus — east wind. 
Notus — south wind. 
Zephyrus — west wind. 

Tell in simple language how ^olus helped 
Ulysses, who was a king living many, many 
years ago ; how when Ulysses stopped to 
see ^olus, the latter put all the bad winds 
in a bag and gave them to Ulysses to keep 
on board his ship, so that only good winds 
could attend Ulysses while at sea. Setting 
sail, Ulysses fell asleep, and the ship's crew 
opened the bag and all the bad winds flew 
out, and the ship was driven back to shore 
during a terrible storm (see Bulfinch's '' Age 
of Fable ")• 

Robert Louis Stevenson, in his '* Child's 



Lesson LIT 167 



Garden of Verses" (Charles Scribner's Sons), 
wrote a poem on " The Wind," one stanza 
of which reads : 

I saw you toss the kites on high 
And blow the birds about the sky; 
And all around I heard you pass, 
Like ladies' skirts across the grass — 
O wind, a blowing all day long, 
O wind, that sings so loud a song. 

Eugene Field, in his ''Lullaby-land" 
(Charles Scribner's Sons), wrote " The Night 
Wind," one stanza of which is : 

My mother told me long ago 

(When I was a little tad *) 
That when the night went wailing so, 

Somebody had been bad; 
And then, when I was snug in bed. 

Whither I had been sent. 
With the blankets pulled up round my head, 
I'd think of what my mother said, 

And wonder what boy she meant! 
And ''Who's been bad to-day? " I'd ask 

Of the wind that hoarsely blew. 
And the voice would say in its meaningful way, 
" Yoooooooo! 
Yoooooooo ! 
Yoooooooo!" 

Reference§ : The teacher will find the 
following books useful : 



* Tad, a very small boy. 



Ib8 Teacfiers^ Manual 

** Nature in Verse," Lovejoy (Silver, Burdett 
& Co.). contaiinng : 

(a) "The Four Winds." 

(b) " What the Winds Bring." 

** Songs of the Child World," Gaynor (The 
John Church Co.) : 
"The Wind." 
"Songs for Little Children" [Part I], 
Eleanor Smith (Milton Bradley Co.) : 
"The North Wind." 
" St. Nicholas Song Book " (The Century Co.): 

(a) " The Wild Wind." 

(b) " The North Wind Doth Blow." 

(c) " Sleep, Sleep, the South Wind." 
^sop's Fables, " The Wind and the Sun." 



"A mental discipline which takes no ac- 
count of differences of capacity and taste is 
not well directed. It follows that there 
must be variety in education instead of 
uniform prescription." — Charles William 
Eliot. 



LESSON LIII 



Text : The teacher will find that in the 
text, the D sound is given ten times in the 
words churn and turn. Learn has the gr 
sound. The text could be divided into two 
parts, the one dealing entirely with a talk 
about churning, the other with direction, 
or points of the compass. 

Chum : Ask the pupils questions about 
a cow, as : 

(1) What color is she ? 

(2) Has she a tail? 

(3) How many feet has she ? 

(4) What has she on her head ? 

(5) Where did you see her ? 

(6) What does she eat? 

Talk about milk and ask what color it is. 
Most of the pupils will have seen cream and 
will know that it always forms at the top of 
the glass, bottle, pan, or crock of milk. 
This cream, when put into a churn and 
churned, will make butter. Talk about the 

(169) 



170 Teachers' Manual 

picture and call attention to the objects seen 
in it, imitating the motion in churning. Re- 
cite the two lines : 

" Where are you going, my pretty maidf' 
" I am going a milking, sir," she said. 

Direction : Draw upon the blackboard 
a diagram of a compass similar to the one 
given below : 



W^ 



^E 



Then show the pupils a real compass and 
call their attention to the fact that the 
needle of the compass points north. Turn 
around, holding the compass in your hand, 



Lesson LIII 171 



and show how the needle revolves until it 
again settles in the position pointing north. 
Locate N. S. E. W. in the schoolroom and 
ask the pupils to name certain objects seen 
on the north side of the room, etc. 

Ask the question, •* In what direction is 
your home from this place ? " A book pre- 
pared by the School Board of Newark, N. J. , 
suggests that in showing the four directions, 
the teacher should 

1. Locate pupils with reference — 

(a) To different parts of the room. 

(6) To other pupils. 

(c) To objects in the room. 

2. Locate room with reference — 

(a) To other rooms on the floor. 

(b) To other parts of building. 

3. Locate buildings with reference — 

(a) To parts of yard. 

(b) To child's home. 

(c) To objects of interest near by. 

(d) To part of city. 



LESSON LIY 



Review : The review of two sounds of 
**U" is here given. The words should be 
explained to the children by placing such 
words in sentences made either by the 
teacher or by the pupils. It is suggested 
that the teacher now review all the sounds 
of "U." 

^ong^ : The '""U" sounds having been 
studied and the music-lines found under the 
several lessons having been practised from 
day to day, the song with the music, which 
is here given in its completed form, should 
be sung some time during the course of the 
lesson. Emphasis should be laid upon the 
italicized words, containing the several 
sounds of "U." 



(172) 



LESSON LV 



Oeneral Revievr: In the preceding 
fifty-four lessons, the vowel sounds of the 
Scientific Alphabet have been introduced 
into the Pronunciation Drills, and the pupils 
should be thoroughly familiar by this time 
with the symbols representing such sounds. 
In all, twenty -four separate sounds have 
been studied, and it has been shown from 
time to time that these sounds could be 
grouped according to the long, short, and 
variant sounds. In this lesson, which is 
supposed to embrace a general review of the 
vowel sounds, the teacher upon examination 
will see what is meant by this grouping of 
the vowel sounds. The first column contains 
all the short vowels to be found in the 
Scientific Alphabet ; the second column 
contains all the long vowels ; the third 
column contains the variants. To explain 
the table, take the first line, reading across 

(173) 



174 Teachers' Manual 

the page ; the a sound as found in the words 
ma-ma", pa-pa"; the a sound as found in 
the words car and are. The g sound is a 
variant or intermediate sound, not as short 
as a in the first syllable of the word ma- 
ma', not as long as d in the second syllable 
of the same word. The teacher should see,' 
in drilling the pupils, that a knowledge of 
what has been studied concerning the posi- 
tions of the organs, and the keeping of the 
voice at a natural pilch, has been retained 
by the pupils. 

It is suggested that five lessons be made of 
this general review. The first lesson should 
embrace a review of all the sounds of "A," 
accompanied by the song for the "A" sounds; 
the second lesson, a review of the sounds of 
*'E," with the '' E " song ; the third lesson, 
a review of the sounds of "I" with the 
song "The Seasons"; the foarth lesson, 
a review of the sounds of '* O " with the 
song '*The Eipples"; the fifth and last 
lesson, a review of the sounds of *'U" 
with the song ' ' Which Would You Rather 
Be?" When this has been completed, if the 
teacher is thoroughly satisfied with the 
progress of the class and feels that sufficient 
time has been spent on the drill upon the 



Lesson LV 175 



vowel sounds of the Scientific Alphabet, she 
may pass to the second part of the Reader, 
which treats of the consonant sounds. 

Stories : No stories are given here, 
because, as it is a general review, it is 
thought better for the teacher to see how 
many of the stories suggested in the various 
lesson notes have been remembered by the 
pupils. After one or two trials, it will be 
found that the pupils will become interested 
in telling these stories in their own language. 



To the Teacher: Prof. John Dew- 
ey, in his " The Educational Situation," 
writes: "The real course of study must 
come to the child from the teacher. What 
gets to the child is dependent upon what is 
in the mind and consciousness of the teacher, 
and upon the way it is in his [or her] mind. 
It is through the teacher that the value even 
of what is contained in the text-book is 
brought home to the child." 



INTRODUCTION TO THE CON- 
SONANT DRILLS 



The lessons comprising the second part of 
the Header are based upon the consonants. 
A few general introductory remarks are 
necessary. 

The Pronunciation Drills upon the conso- 
nants to be given are only preliminary to 
those to be introduced into the Second Reader 
of this series. The first method of Pronunci- 
ation Drill used may be called *' word-build- 
ing," as, under each consonant, two words 
are given, the second word being the first, 
increased by an additional letter. It will 
be noted that the addition of this letter, in 
most cases, changes the vowel sound of the 
word ; thus, at the same time that the con- 
sonants are being taught, a review of the 
vowel sounds is given ; as, b, bet, beet. 

The second method of Pronunciation Drill, 
found in the notes for each lesson of this 

(176) 



Introduction to Consonant Drills 177 

second part, consists of the analysis of a 
word into its sounds and finally a synthesis 
in the combination of the sounds found in 
the complete word ; for example, h, it, bit 
— the first sound is the letter b; then fol- 
lows a combination of a vowel w^ith the 
consonant t in the word it; and the final 
word contains the preceding sounds in com- 
bination — Mt. The teacher should pay 
special attention to the directions that are 
given with each lesson, and should see that 
not only are the organs in their proper posi- 
tions, but that there is no straining of the 
voice in the perfection of the sound. Re- 
member that intensity is desired : quality 
and not loudness. Do not pass a consonant 
until the pupils have sounded it satisfac- 
torily. 

The teacher should pronounce distinctly 
each consonant to the pupils, as was urged 
in the drill on the vowel sounds, and should 
have the pupils repeat such sound after her. 

(1) The words given in the Pronunciation 
Drills after the text of each lesson should be 
carefully used in sentences, and the teacher 
should see that the meaning of each word is 
thoroughly understood. 

(2) It is the intention to review as many 
12 



178 Teachers^ Manual 

of the vowel sounds of the first part of the 
Reader as time will allow. 

(3) Emphasis is laid upon the fact that 
here, as in the first part, the notes are simply- 
suggestive, that they need not be literally 
followed. The Scientific Alphabet is the 
only part of the Reader that will admit of 
no change. 

(4) It will be noticed that in the directions 
given for the pronunciation of the conso- 
nants, reference is made to lip-closing and 
lip-opening sounds ; for example, in the word 
cab, b is a lip-closing consonant ; in the 
word bar, b is a lip-opening consonant, de- 
pending upon the position of the consonant 
in the word. The teacher should be very 
careful in the use of the initial and the final 
positions of the consonants, which are in- 
dicated in the drills. 

(5) The lesson is printed in ordinary type 
on one page, and on the following page the 
same text is printed in the type of the 
Scientific Alphabet. It is earnestly recom- 
mended that the teacher follow the sugges- 
tion on page 64 of the Reader, and teach 
this second part twice, the first time using 
the text printed in the Scientific Alphabet 
type. Pupils, by this time, should be famil- 



Introduction to Consonant Drills 179 

iar with the vowels of the Scientific Alpha- 
bet and should be able to sound the word 
when the symbols representing its com- 
ponent sounds are given. 

Script : Throughout the following les- 
sons, the teacher may find it well each day 
to have the pupils practise making, on slate, 
pad, or blackboard, the script letters given 
in the Reader, page 8. 

Time : Tho, in the succeeding notes, 
many lessons are treated together, the 
teacher will understand when such les- 
sons are used in the classroom, but one 
lesson is to be gone over in a day. 



To the Teacher : To quote Prof. John 
Dewey : *' Just in the degree in which the 
teacher's understanding of the material of 
the lessons is vital, adequate, and compre- 
hensive, will that material come to the child 
in the same form ; in the degree in which 
the teacher's understanding is mechanical, 
superficial, and restricted, the child's appre- 
ciation will be correspondingly limited and 
perverted." — From ** The Educational Situ- 
ation." 



LESSONS LVI, LYII 



The Consonants : The consonants 
b, c, d, f, and s are here introduced ; see 
that the pupils give the sounds in a clear 
and distinct tone ; not a loud, but a pleasant 
tone. The same care should be taken, and 
the same method should be adhered to, in 
the lessons that are to follow as previously 
recommended in the lessons dealing with 
the vowel sounds. 

Pronunciation Drill : After the 
carefully prepared directions giving the 
relative positions of the organs have been 
used by the teacher in drills similar to those 
given with the vowel sounds, it will be found 
advantageous to turn to the loord-huilding 
exercise, printed on the same page with the 
text in the scientific type. This exercise, as 
has been said, gives in review a drill upon a 
number of vowel sounds at the same time 
that a drill upon the consonant sounds is 
(180) 



Lessons LVI, LVII 181 

secured. The change in sound is due in 
nearly every case to the addition of one 
letter only. Wherever it is practicable, 
review some of the vowel sounds. 

Additional Pronunciation I>rill : 
It has been said that two methods of Pro- 
nunciation Drill were to be used in the les- 
sons upon the consonant sounds. The word- 
building method is given with the lesson. 
The analytical and synthetical method is as 
follows : 



b 


c 


d 


f 


s 


it 


at 


in 


an 


ad(d) 


bit 


cat 


din 


fan 


sad 



A glance at the table given above will 
show v^hat is meant by the analytical and 
synthetical method ; there is an analysis of a 
word into its composite sounds (b, i-t), and 
these are then recombined to make the 
final w^ord bit. 

With the words in the Pronunciation 
Drills, make up sentences in which one or 
more of the consonant sounds shall pre- 
dominate. If a child have difficulty in pro- 
nouncing a certain consonant, drill carefully 
upon that consonant, putting it in different 
relations with other sounds. Suppose, for 
example, the child should pronounce s in- 



182 Teachers' Manual 

distinctly ; after drilling upon the consonant, 
isolated from other sounds, put upon the 
blackboard such sentences as : 
(a) She sells sea- shells. 
ip) Six small slim saplings. 

Have the pupil repeat each sentence 
slowly a number of times ; he will often 
delight in attempting to say such sentences 
rapidly. These particular sentences are 
beyond most little children ; yet they will 
amuse them all and be helpful to some. 

The Text: As we said in the In- 
troduction, the text is printed both in the 
ordinary and in the Scientific Alphabet 
type. It is advised that the teacher use 
the Scientific Alphabet type first, turning 
afterward to the text in the ordinary type. 
The pupil has had sufficient practise with 
the vowel symbols of the Scientific Alpha- 
bet to be able to recognize them and give 
the exact sounds they represent. 

The I^esson : The subject of the lesson 
being Columbus and the discovery of Amer- 
ica, the teacher should aim to give some 
unity to it, and should try to have the things 
that are discussed in the class bear upon the 
subject. 

The Picture : As heretofore, discuss 



Lessons L VI, L VII 183 

the details, and lead up to a general talk 
about Columbus. 

The Dipper : The teacher will find it 
well to concentrate the children's attention 
upon the constellation of seven bright stars 
known to astronomers as Ursa Major, or 
the Great Bear, or in popular speech as 
' ' the Dipper. " The likeness of the constella- 
tion to a *' dipper" may be brought out by 
drawing the seven stars on the blackboard in 
a different position, with no other objects in 
association with them, and connecting the 
stars by lines as in the accompanying dia- 
gram : ^^ 



'"^^ 



a- f 



Show how the two stars opposite the 
"handle" of the '* Dipper" point always 
(almost exactly) to the one bright star, the 
North Star ; that hence these two stars are 
called ''the Pointers." Draw a dotted line 
through "the Pointers" in the blackboard 
diagram, prolonging it to the proper relative 
length, and there mark the North Star in its 
place on the board. Fix attention on this 
single star — the North Star. 



184 Teachers' Manual 

The teacher should tell how for ages mar- 
iners, travelers, and fugitives have found 
their v^ay at night by this means of identi- 
fying the North Star — otherwise called the 
Polar Star — which always holds its place, 
while all the other stars change their posi- 
tions in the sky, some appearing to rise and 
set; others, as the constellation of the Dipper, 
keeping always above the horizon and seem- 
ing to revolve in a complete circle around 
the North Star. 

Write upon the blackboard the names of 
the three vessels forming Columbus' fleet 
in his first voyage : the Pinta (Pin^-td), the 
Nina (Ni'-iiu), and the Santa Maria (San^- 
ta Ma-ri'-a). Describe the little vessels, 
scarcely larger than the fishing-boats of to- 
day. The Santa Maria only had a deck. 
Call attention to the incident of the tree- 
branch that floated by the vessels, showing 
that land was near. Tell of the great dis- 
coverer pacing the deck and watching the 
stars in the still night with no land in sight, 
the only world he knew hundreds of miles 
away, and his sailors all afraid to sail over 
the unknown sea to mysterious lands that 
might lie beyond. 

Tell of Columbus' alarm at the deviations 



Lessons L VI, L VII 1 85 

of the compass (which are now explained by 
the fact that the earth is a great magnet, 
with poles at the north and at the south, 
but that the magnetic poles do not coincide 
with the geographical poles). Columbus did 
not understand the reason of the change, 
but it shows how high and strong was his 
determination to reach the western lands, 
when he kept on his way, even when he 
thought the North Star was changing its 
place. Washington Ir ving's ' ' Life of Colum- 
bus " will be of very great assistance to 
the teacher, who is recommended to glance 
over the chapters dealing with this first 
voyage. 

The teacher is strongly advised to consult 
books upon Columbus' first voyage, or, if 
not convenient, to consult at least an ency- 
clopedia. *' Holy-Days and Holidays," Ed- 
ward M. Deems (Funk & Wagnalls Co.) 
contains a great deal of suggestive mate- 
rial bearing upon the subject. [^Hd. also 
" Stories of Other Lands," James Johonnot, 
page 7 (American Book Co.).] 

I>ra\¥ing^ : Many kindergarten or other 
devices can be employed to furnish desk- 
work for this lesson. 

The teacher may show the children how 




186 Teachers' Manual 

to draw a star with five points by a single 
line without lifting the 
chalk or pencil, as shown by 
the accompanying diagi*am. 
The line begins at A, runs 
to B, thence to C, D, and E, 
and from E back again to A. 
Let the pupils practise draw- 
ing this on slips of paper or on the slate, till 
they can make it symmetrical. The at- 
tempt to make the figure accurate will be 
found preoccupying and interesting. The 
conventional figure of a star may also be 
shaped with toothpicks, straws, or the like, 
or molded in clay. 

Two equilateral triangles may be com- 
bined to make a six-pointed star, thus : 

These triangles may be of 
paper of different colors, or 
made with sticks, straws, or 
otherwise. Their exact for- 
mation, with perfectly equal 
sides, and their symmetrical 
combination will give little 
hands and eyes occupation enough for a 
lime, with the interest that always attends 
exactness and the conquering of difficulties. 




LESSON LVIII 



Object-Hraiwing : In the drawing 
lessons that have been given from time to 
time, only two elements have been intro- 
duced, the straight line and the curve. In 
one or two of the previous diagrams there 
have been introduced also some simple illus- 
trations of perspective. When the thing 
imagined by a child is put upon paper, it is 
often crude, but to the child-mind these 
creations of the fancy mean something 
and represent some object apparently famil- 
iar. The present drawing lesson is the only 
one introduced in the First Reader in which 
the imagination and the free fancy of the 
child are allowed full play. The purpose of 
the previous drawing lessons was to train the 
eye in accuracy and the hand in steadiness ; 
in this lesson, however, the hand becomes a 
little freer and the eye is not restricted to 
definite lines and curves. 

(187) 



188 Teachers' Manual 

The objects, in the order represented in 
the outline drawings of the lesson, are : 
Cherries, apple, peach, cat, duck, horse, dog, 
cow. 

On examination it will be seen that 
the cat and the duck may be constructed 
by the simple elements practised in the 
previous lessons ; for example, the cat is 
constructed by means of two circles, one 
being smaller than the other; the dog is 
formed by two ovoids, the smaller ovoid 
representing the head and drawn at a cer- 
tain angle of inclination (about 40°). In 
every instance it is to be remembered that 
free-hand drawing is to be aimed at. 

If the pupil is not quite ready to draw 
objects free-hand, have prepared squares 
of tracing-paper and let each pupil 
trace the object by placing the paper 
between the leaves of the book. After 
this lesson is used (and it is not intended 
that it should represent only one day's 
work, but several), let the pupils sug- 
gest certain objects which they would like 
to draw, and have such objects, if possible, 
in the schoolroom, so that they can be seen. 
The child's conception of the objects may 
indeed be entirely different from the objects 



Lesson LVIII 189 



themselves, but any sincere effort on the 
part of the pupil should be encouraged. 

Try to make all criticism helpful and not 
discouraging, pointing out only such faults 
as the child has ability to remedy, and 
showing him how he can make his drawing 
better — at least next time. 

To make a consonant drill of this lesson, 
have the words represented by outline pic- 
tures written upon the blackboard, and have 
one of the pupils sound the consonants in 
each word ; in the same way drill upon the 
vowels. Have each word used in a sentence, 
and tell one or more stories dealing with the 
cat, the duck, etc. 



LESSON LIX 



Pronunciation I>rill : The lesson 
should be a review of all the vowel sounds 
and also of the consonant sounds thus far 
studied. The guess-words, in the order of 
their appearance in the text, are as follows : 
(1) hen, (2) elephant, (3) leopard, (4) desk, (5) 
pens, (6) pencils. 

Have these words written on the black- 
board, and use them in sentences other 
than those given in the text. 

Motto and IStories : Explain to the 
pupils that the motto given in the lesson 
was written by Benjamin Franklin. Tell 
the simple facts of Franklin's early life 
[Vid. " Stories of Heroic Deeds," page 123 
(American Book Co. ) ; also * ' Stories of Our 
Own Country," page 108 (American Book 
Co.)]; how he was the son of a tallow-chan- 
dler ; also an apprentice in a printing-office ; 
how he read in his spare time. Tell how it 
(190) 



Lesson LIX 191 



took him five days to travel from New York 
to Philadelphia ; how, rather than make 
money in a dishonest way, he slept on the 
floor and lived on bread and water ; describe 
his services to the United States. Tell the 
story of Franklin's kite and the spark that 
ran along the string from the clouds, prov- 
ing that lightning is the same as electricity. 
[ Vid. " Stories of Great Americans for Little 
Americans," pages 26, 29, 33 (American 
Book Co.).] It would be well, in discussing 
the picture representing ''sleepy time," to 
read to the pupils Tennyson's "Sweet and 
Low": 

Sweet and low, sweet and low, 

Wind of the western sea, 
Low, low, breathe and blow, 

Wind of the western sea! 
Over the rolling waters go. 

Come from the dying moon, and blow, 
Blow him again to me — 

While my little one, while my pretty one sleeps. 
— From " The Princess." 

Also see a poem by Eugene Field, 
*' Wynkin, Blynkin, and Nod " (from 
*' Lullaby-land"). 



LESSONS LX, LXI 



The Consonants : The consonants b, 

d, q, r, V, w, are here introduced. Besides 
aj)pearing in the Pronunciation Drill, these 
consonants are found in words of the text ; 
it would be well for the teacher to arrange 
in a list such words containing the sounds 
that the pupils are studying. This could be 
placed upon the blackboard in the following 
manner : 

b d q 

ball driuk qneer 

beard told 

After the teacher has written such a list, 
she may also review the vowel sounds these 
words contain. 

Pronunciation Drill : Follow previ- 
ous directions ; special care should be taken 
when drilling upon q, because it is equiva- 
lent in sound to the consonant k. 

The additional Pronunciation Drill is as 
follows : 
(192) 



Lesson LX, LXI 193 



b 


d 


q 


r 


V 


w 


in 


on 


ear 


am 


an 


in 


bin 


don 


queer 


ram 


van 


vrin 



Text : This should be studied carefully — 
first from the Scientific Alphabet type and 
then from the ordinary type. Arouse the 
pupils' interest in the content of the lesson 
before beginning the Pronunciation Drills. 
Remember that interest must never be al- 
lowed to flag. 

In writing these lessons, the child's view- 
point has always been considered, and the 
teacher should stimulate the imagination of 
the pupils. Pictures and text in this lesson 
will be attractive to the pupils, and, in con- 
nection with the lesson, the teacher should 
read aloud parts of -'Rip Van Winkle." 
Show the pupils a picture of Washington 
Irving, and tell them that he wrote the story 
of "Rip Van Winkle." 



13 



LESSONS LXII-LXY 



The Lessons ; Lesson LXIII should be 
studied first ; the consonants li, 1, n, p, t, are 

given in ihe Pronunciation Drill, with direc- 
tions for positions of organs of speech. 

Lesson LXII should then be read, after 
the text has been studied, phonetically. 

Lesson LXV should be studied next ; the 
consonants m, r, ^w, are there given in the 
Pronunciation Drill. It will be noted that 
the consonants r and w have been studied 
before ; the aim in this second part is to in- 
troduce each consonant twice. The teacher 
must bear in mind, however, that the conso- 
nant drills are simply a preparation for the 
fuller treatment to be given in the Second 
Eeader. 

Lesson LXIT is Lesson LXV in ordinary 
type. 

Pronunciation Drills : Lesson LXIII 
— Special attention should be given to the 
phonetic sounds, and each consonant should 

(194; 



Lessons LXIT-LXV 195 

be drilled upon until a clear enunciation is 
secured. The second Pronunciation Drill is 
as follows : 

li 1 n p t 

at ad(d) or an in 

Iiat lad nor pan tin 

Lesson LXY — The following is the addi- 
tional Pronunciation Drill : 

m r w 

an an as 

man ran was 

Hiawatha: These lessons deal with 
the story of '' Hiawatha." In Lessons LXII 
and LXIV (it must be remembered that 
LXIII and LXV are repetitions in Sci- 
entific Alphabet type), Longfellow's own 
words are given ; it is believed that they are 
simple enough for a child to understand. 
An analysis of the simplest portions of the 
poem is given on the next page. 

Longfellow : Show a picture of the 
poet to the pupils ; tell in simple language 
Avho he was ; where he lived. Speak of his 
friends (Lowell, Emerson, Hawthorne) and 
tell of his meeting Washington Irving, the 
author of "Rip Van Winkle,*' while trav- 
eling abroad. Altho the lessons are based 
upon "Hiawatha," the poem called "The 



196 Teacher's' 3Ianual 

Children's Hour' could be read with profit 
to the pupils, and Longfellow's fondness for 
children emphasized. 

Analysis of Illawatlia : In reading 
the text to the pupils, describe Hiawatha 
and how he lived ; by no one can it be told 
more simply than by Longfellow himself : 

IIia\vatlia'§ Cliildtiood : 

Of all the beasts he learned the language, 
Learned their names and all their secrets, 
How the beavers built their lodges, 
Where the squirrels hid their acorns, 
How the reindeer ran so swiftly. 
Why the rabbit was so timid. ... 

(Part ni.) 

Hiawatha went into the forest with his 
bow and arrows, 

And the birds sang round him, o'er him, 
" Do not shoot us, Hiawatha ! '' 

And the squirrel 

Coughed and chattered from the oak-tree. 
Laughed, and said between his laughing, 
" Do not shoot me, Hiawatha!" 

And the rabbit 

Sat erect upon his haunches. 
Half in fear and half in frolic, 
Saying to the little hunter, 
"Do not shoot me, Hiawatha!" 



Lessons LXII-LXV 197 

Hiawatha's I>re§s : When he went 
to hunt for his father, Mudjekeewis, the 
West wind : 

From his lodge went Hiawatha, 
Dressed for travel, armed for hunting ; 
Dressed in deer-skin, shirt and leggings, 
Richly wrought with quills and wampum; 
On his head his eagle-feathers. 
Round his waist his belt of wampum, 
In his hand his bow of ash-wood, 
Strung with sinews of the reindeer; 
In his quiver oaken arrows. 
Tipped with jasper, winged with feathers. . . . 

(Part in.) 

The Wind : The pupils, having had a 
lesson on the winds, will enjoy a simple 
narration of the Four Winds (Part II), es- 
pecially those passages giving the character- 
istics of the seasons. 

Hiawattia's Friends (Part VI) : The 
musician, who fashioned instruments from 
reeds ; when he played, 

the brook 

Ceased to murmur in the woodland — 

the squirrel 

Ceased his chatter in the oak-tree — 

the rabbit 

Sat upright to look and listen. 



198 Teachers' Manual 

Kwasind was also his friend — a man 
noted for his sti-ength — who could hurl 
trees and huge stones with one hand. 

Canoe-Buildini^ (Part VII) : From 
the bark of the tree ; the boughs of the trees 
were used for ribs ; the roots to bind the 
ribs together ; balm to close the seams. 

Fishings (Part VIII) : 

Through the clear transparent water 

He could see the fishes swimming 

Far down in the depths below him. . . . 

Magic : Hiawatha's magic mittens, giv- 
ing him strength to tear away rocks. 

Hiawatha's magic moccasins of deerskin ; 
" At each stride a mile he measured." 

Indians : 

Social life : Who they were : 

Wigwam — home Braves 

W^ampum — money Squaws 
Dance — war-dance Children 

What they did : What they wore : 

Hunting Blankets 

Fishing Feathers 

Rowing Moccasins 

This comprises in tabular form a few 
subjects the teacher could bring up in the 
course of the lesson. 



Lessons LXII-LXV 199 

Talks : Compare the child life of Hia- 
watha with that of the modern child. One 
of the artistic employments of the Indians 
is the manufacture of fancy articles with 
colored beads. The teacher can obtain, at a 
nominal cost, beads of various colors with 
which a play-day game could be advantage- 
ously arranged. 

(1) Have the pupils pick out the beads of 
different colors, as blues, reds, greens, etc. 

(2) Show the pupils how to make simple 
designs by arranging the beads in lines on 
the desk, or on any other flat surface. 

Que§tioii§ : It has been often said in 
these notes that a child's conversational vo- 
cabulary is increased when he is led to talk 
about things that interest him A few ques- 
tions are found in Lesson LXIY bearing 
closely upon the text. Have the pupils ex- 
amine carefully the details of the pictures, 
and obtain from them as much individual 
criticism as possible. If interested, children 
will not have to be made to do things. 

Blackboard : In Lesson LXV, black- 
board sentences are given. The teacher 
could use such sentences, besides which she 
could print also upon the blackboard some 
words containing the consonant sounds of 



200 Teachers' Manual 

the lessons, and emphasize the consonant by 
using red chalk. 
Disputed Pronunciation : In the 

text, Hiawatha is pronounced TLaV^-a-xKa^- 
tlia. "The Hiawatha Primer " (Houghton, 
Mifflin & Co.) publishes a letter from Miss 
Alice M. Longfellow, in which she says 
that her father pronounced the name Hi'^- 
a-wa'-tlia. 

To the Teacher : Prof. John Dew- 
ey, in his "The Educational Situation," 
discussing the teacher's appreciation of 
educational values, states that tho a school 
board may legislate in regard to the ed- 
ucational curriculum of a school, prescri- 
bing certain time for literature, pencil and 
paper and music exercises, "there is no magic 
by which these things can pass over from 
the printed page of the school manual to 
the child's consciousness. If the teacher 
has no standard of value in relation to them, 
no intimate personal response of feeling to 
them, no conception of the methods of art 
which alone bring the child to a correspond- 
ing intellectual and emotional attitude, these 
studies will remain what precisely they so 
often are — passing recreations, modes of 
showing off, or exercises in technique." 



LESSONS LXYI, LXVII 



The Consonants ; In every case, the 
teacher should consult the lessons referred 
to, noting the directions given under each 
consonant. 

Pronunciation Drill: The equiva- 
lents of g and of s should be used so as not 
to confuse the pupils. The following is the 
additional Pronunciation Drill : 



It 


s 


in 


at 


kin 


sat 



old 
gold 

The Text : The story of King Arthur 
has been simply told by Frances Nimmo 
Green in her " King Arthur and His Court " 
(Ginn & Co.) ; she follows Tennyson's poem 
very closely, quoting passages at intervals 
from this masterpiece. In the lessons on 
Hiawatha, it was suggested that the char- 
acter of the Indian boy be described by the 
selection of simple lines from Longfellow's 
poem. While the "King Arthur " of Tenny- 
son would hardly be understood by the 

(201) 



202 Teachers* Manual 

pupils studying a First Reader, occasionally 
lines are found so simple and direct as to be 
readily within the comprehension of a child 
of six or seven years. But with the teacher 
rests the task of telling the numerous stories 
known as the Arthurian legends. Many 
such stories will have to be omitted, but 
children delight in fairy tales, and there is 
much in the Arthurian legends of a fairy- 
like character. 

The Picture in the lesson shows many 
details illustiative of the life of the times, 
and the text mentions the characteristics of 
Arthur and his knights. Describe the duties 
of the knight — to protect the weak — to 
love truth and honor ; the chivalric spirit 
of the kiiights should be emphasized — the 
obligation they were under to protect 
women, children, and all who were defense- 
less, endangered, or oppressed — to right the 
wrongs of the world (repeat the story of 
Sir Philip Sidney and the soldier, as told 
in a previous lesson). Call attention to the 
dress of the men and the armor of the 
horses. Show the pupils a picture of Tenny- 
son. It would be well to have the pictures 
of Irving, Longfellow, and Tennyson on the 
schoolroom wall. 



LESSON LXVIII 



Peas and Sticks : In the first part of 
the Reader, Lesson VII, page 15, a "Play- 
Day" exercise was given called "Peas and 
Sticks." Elementary designs were intro- 
duced, and under the notes for this lesson 
directions were given in regard to the han- 
dling of sticks and the soaking of peas. The 
teacher is referred to this lesson. In the 
second part of the Reader some complicated 
designs have been suggested. These the 
teacher should herself first make, taking 
care that each process in the construction of 
the object should be seen and examined by 
the pupils. To find out whether they under- 
stand thoroughly the manner in which the 
peas and sticks should be handled, the 
teacher should ask a number of questions. 
Other objects than those given on page 77 
of the Reader should be suggested by the 
pupils. If it is thought best, this play-day 
could be divided into two or more lessons. 
[Vid. " Stick-and-Pea Plays," Charles Stuart 
Pratt (Lothrop Publishing Co.).] 

(203) 



LESSON LXIX 



A Neur mother Ooo§e : This lesson 
consists of verses from the " Chinese Mother 
Goose Rhymes," by Isaac Taylor Headland 
(Fleming H. Re veil Company), combined 
with the word-guessing idea as illustrated in 
previous lessons. The outline pictures in 
the order of their appearance in the text are 
as follows : 

Nose, eyes, kite, mule, hill, donkey, street, 
horse, hill, flowers, sun. 

The teacher should give as many hints as 
possible concerning the words represented 
by the outline drawings and should make 
sentences containing such words as : 
Flowers bloom in the Spring. 
Jack and Jill went up the hill. 

The teacher should select from the verses 
such words as contain examples of the 
vowel and consonant sounds previously 
studied by the pupils ; for example, the i 
sound in liill ; the -er in floi;ir^-ers. 
(204) 



Lesson LXIX 205 

The Cliinese : From "Little Folk of 
Many Lands" (Chapter XIII, page 185), 
Louise Jordan Miln (Charles Scribner's Sons. 
1899), we take the following, as being sug- 
gestive to the teacher in giving a talk about 
the children of China : 

" A child's name is usually given it when its head is 
shaved " (page 187). 

* * * 

" In most ways Chinese children are very like all other 
children. They are a little brighter than most, and more 
obedient than many others. They are as fond of frolic 
and of laughter, games, and toys, and good times generally 
as any youngsters in the world '" (page 188). 

* * * 

" The children of the well-to-do Chinese, in the Winter, 
and in the north of China, wear quaint frocks of silk, of 
satin, of brocade, made thick and warm with a padding 
of cotton wool, and deftly embroidered, and gauntlets of 
fur. In the summer they wear thin silk and lovely 
Chinese crepe " (page 189). 

* * * 

" Almost every Chinese child of high station carries a 
fan. Fans are the rattles of Chinese babyhood " (page 



'' Chinese children are as skilful as Japanese children 
in kite-flying '' (page 189). 



" Courtesy is one of the first lessons taught to the 
children of China. Almost every Chinese child, rich or 



206 Teachers' Manual 

poor, is taught how to address his parents, his superiors, 
his fellows, and his inferiors " (page 190). 

* * * 

" Chinese children are bom with a love of nature. I 
have seen the smallest mites sit for hours thoroughly 
happy in the contemplation of a flowering tree or a 
peculiarly beautiful sky " (page 192). 

* * * 

''Chinese babies are carried on the backs of their 
nurses. They are slung in big handkerchiefs, the ends 
of which pass over the nurse's shoulders, and are firmly 
fastened in front or about her belt " (page 193). 

* * * 

Professor Headland in his preface to the 
" Chinese Mother Goose Rhymes " says that 
there are probably more nursery-rimes in 
China than in England and America com- 
bined. His book of verses is an attractive 
one, and to the teacher would be an inter- 
esting acquisition. 



LESSONS LXX, LXXI 



The Consoiiant§ : The consonants of 
this lesson, with the exception of y, have 
appeared in former lessons. 

Pronunciation Drill: 



c 


k 


1 


t 


y 


all 


ill 


and 


in 


on 


call 


kill 


land 


tin 


yon 



Besides drilling upon the consonants, the 
teacher should remember to review the dif- 
ferent vowel sounds whenever the opportu- 
nity presents itself. 

The Text : This should be used as here- 
tofore, first studied from the Scientific 
Alphabet type, and then from the ordinary 
type. The following, taken from the 
'^ Columbian Cyclopedia," will be of use to 
the teacher : 

'' The surface of the living sponge is generally covered 
with minute pores through which water is imbibed, 
carrying with it both the air and the organic particles 
necessary for support of life. . . . The sponges em- 

(207) 



208 Teachers' Manual 

ployed for domestic and other purposes derive their 
value from the elasticity and compressibility of their 
fibrous framework, divested of their glairy substance, and 
from its power of imbibing fluids. . . . Some small 
species of sponge live at great depths. One has been 
brought up in the Gulf of Macri from a depth of 185 
fathoms [a fathom equals six feet]. . . . The trade 
in sponges is large ; it is carried on chiefly by the Turks 
and the inhabitants of the Bahama Islands. . . . The 
sponge is obtained by diving, the diver taking down 
with him a flat piece of stone of triangular shape, with a 
hole drilled through one of its corners. [This weight is 
to sink him by overcoming the buoyancy of his body. 
It is attached to a separate rope. When he wishes to 
ascend, he kicks off the weight and is drawn up swiftly 
to the boat. The boatmen pull up the weight, to help 
another diver down.] When he reaches the growing 
sponges, he tears them off the rocks, and places them 
under his arms ; he then pulls at the rope, which gives 
the signal to his companions in the boat to haul him up." 

In another volume of the "Columbian 
Cyclopedia," a description of the diving- 
dress is given : 

''The modern diving-dress is made of india-rubber 
cloth ; a strong metal helmet, with round pieces of 
plate-glass in front, rests upon a pad on the shoulders ; 
the air is supplied to this helmet from above ; . . . 
leaden weights are attached to the side of the diver, and 
thus he may descend a ladder and walk about below. . ." 

The Picture : The picture for this les- 
son shows the sponge and the divers. On 
the left-hand side of the page, the diver is 



Lessons LXX, LXXl 209 

in the act of descending, and he is shown in 
a precarious situation, where he is being at- 
tacked by four fish. The diver has on his 
diving-clothes and also his helmet. Call 
special attention to the line or tube through 
w^hich the air is sent from the surface of the 
v^ater to the diver ; also show the bubbles 
ascending, caused by the air escaping 
from the helmet of the diver. At the 
bottom of the page will be seen a diver 
seated, and in the act of tearing up a sponge. 
Call attention to a '' starfish," the ''sea-fan," 
the '"coral," and other objects around 
him. Explain that the orifices in the 
sponge are simply so many small mouths 
through v^hich the water with the particles 
of food passes, the food remaining and the 
water flowing through. Take a dry sponge, 
hard and small, and place it in a glass 
of water. Show how it swells to large 
proportions. Take another sponge, hold it 
in the air and pour water upon it as slowly 
as possible, and show that at a certain point 
the sponge will hold no more water. 

Thougtits for the Teacher: Be 

patient with slow scholars. Slowness is not 

a sure sign of dulness. Moses, that mighty 

statesman, who founded a nation that has 

14 



210 Teachers' Manual 

profoundly influenced the world, said he 
was "slow of speech." It should never be 
forgotten that pupils differ in characteris- 
tics. Seek not to bring all to the same level 
or think of all as cast in one mold. Unity 
should not be found in sameness. The com- 
pleteness of unity, or its highest conception, 
is to be found in great variety, as the perfec- 
tion of music will show a great variety of 
tones, yet one theme. 

Let every effort be made to treat the 
cliildren after a sensible fashion ; aim at 
simplicity, but not simpleness. There is 
such a thing as sensible simplicity. Much 
has to be done to keep up the pupil's inter- 
est while he is studying the Pronunciation 
Drills ; but let what he learns be something 
that is worth the effort. 



LESSONS LXXII, LXXIII 



The Consonants : The consonant 
Sounds introduced into this lesson have been 
studied before, and the drills that are given 
may be used as a review of both vowel and 
consonant sounds. 

The following is the additional Pronuncia- 
tion Drill : 



f 


li 


m 


n 


P 


lag 


ate 


ill 


ear 


at 


flag 


bate 


mill 


near 


pat 



The Bee and the Cell : The special 
design of this lesson is to fix in the chil- 
dren's minds the idea of the cell, which is 
fundamental to a great region of nature 
study. The cell is wonderfully exemplified 
in the honeycomb. The bees make the cells 
exactly six-sided, so that all fit perfectly to- 
gether, and there is no lost space between 

(211) 



212 Teachers' Manual 

the cells. There are but two other forms 



that would fit together so — the square and 
the triangle. But neither the square nor 




the triangle would be of the right shape for 
the baby-bee, which the bees mean to have 
live in the cell. Circular cells would answer 
for the little bee, but they would leave waste 



Lessons LXXII, LXXUI 213 

space between the cells. (See diagram 3.) 
The bees have to work very hard all the 
season to make their honeycomb, and they 




do not want any space to be lost. So they 
make their cells six-sided. These all fit 
snugly together and exactly fill the space. 
The six sides also act as braces, as seen in 
diagram 4, making the comb very strong. 

The teacher should on the blackboard draw 
the various diagrams of cells, that have been 
given, that the children may appreciate the 
wonderful instinct by which the little bee 
(that has never been taught geometry) is led 
to choose the most perfect of all possible 
forms for building its cells. Tell the chil- 



214 Teachers' Manual 

dren how in olden times straw hives were 
used, and when the honey was wanted, the 
only way to get it was to smoke the bees to 
death. Now we care for the lives of the 




wise, busy little workers, and avoid such 
cruel methods. The small, square frames 
or boxes shown in the illustration for this 
lesson are set into the hive. The bees fill 
them with honeycomb. Then the full 
frames are quietly lifted out, and new 
frames put in for the bees to fill. If this is 
done in the day time, a little smoke is blown 
in, to quiet the bees a few minutes, but not 
to kill them. 

Tell of the bee's instinct in finding his 



Lessons LXXII, LXXIII 215 

hive, flying in a perfectly straight line 
across any distance. Hence the phrase a 
bee-line. Tell how wild bees will pack 
honey in hollow trees. Read to the class 
Washington Irving's account of the bee-tree 
in his *' Crayon Miscellanies" : 

A Bee-Hunt. 

*'The beautiful forest in which we were encamped 
abounded in bee-trees ; that is to say, trees in the decayed 
trunks of which wild bees had established their hives. 
It is surprising in what countless swarms the bees have 
overspread the Far West, within but a moderate number 
of years. The Indians consider them the harbinger of 
the white man, as the buffalo is of the red man, and say 
that, in proportion as the bee advances, the Indian and 
buffalo retire. We are always accustomed to associate 
the hum of the bee-hive with the farmhouse and flower- 
garden, and to consider those industrious little animals 
as connected with the busy haunts of man, and I am told 
that the wild bee is seldom to be met with at any great dis- 
tance from the frontier. They have been the heralds of 
civilization, stedfastly preceding it as it advanced from 
the Atlantic borders, and some of the ancient settlers of 
the West pretend to give the very year when the honey- 
bee first crossed the Mississippi. The Indians with sur- 
prise found the moldering trees of their forests suddenly 
teeming with ambrosial sweets, and nothing, I am told, 
can exceed the greedy relish with which they banquet for 
the first time upon this unbought luxury of the wilderness. 

"At present the honey-bee swarms in myriads in the 
noble groves and forests which skirt and intersect the 
prairies, and extend along the alluvial bottoms of the 



216 Teachers' Manual 

rivers. It seems to me as if these beautiful regions 
answer literally to the description of the land of promise, 
'a land flowing wath milk and honey'; for the rich 
pasturage of the prairies is calculated to sustain herds of 
cattle as countless as the sands upon the seashore, while 
the flowers with which they are enameled render them 
a very paradise for the nectar-seeking bee. 

" We had not been long in the camp when a party set 
out in quest of a bee-tree, and, being curious to witness 
the sport, I gladly accepted an invitation to accompany 
them. The party was headed by a veteran bee-hunter, a 
tall, lank fellow in homespun garb that hung loosely 
about his limbs, and a straw hat shaped not unlike a 
bee-hive; a comrade equally uncouth in garb, and with- 
out a hat, straddled along at his heels, with a long rifle 
on his shoulder. To these succeeded half a dozen 
others, some with axes and some with rifles, for no one 
stirs far from the camp without his firearms, so as to be 
ready either for wild deer or wild Indians. 

"After proceeding some distance, we came to an open 
glade on the skirts of the forest. Here our leader halted, 
and then advanced quietly to a low bush on the top of 
which I perceived a piece of honeycomb. This I found 
was the bait or lure for the wild bees. Several were 
humming about it and diving into its cells. When they 
had ladeu themselves with honey they would rise into 
the air and dart off in a straight line, almost with the 
velocity of a bullet. The hunters watched attentively 
the course they took, and then set off in the same direc- 
tion, stumbling along over twisted roots and fallen trees, 
with their eyes turned up to the sky. In this way they 
traced the honey-laden bees to their hive in the hollow 
trunk of a blasted oak, when, after buzzing about for a 
moment, they entered a hole about sixty feet from the 
ground. 



Lessons LXXIl LXXIII 217 

"- Two of the bee-hunters now plied their axes vigor- 
ously at the foot of the tree to level it with the ground- 
The mere spectators and amateurs, in the meantime, 
drew off to a cautious distance to be out of the way of 
the falling of the tree and the vengeance of its inmates. 
The jarring blows of the ax seemed to have no effect in 
alarming or disturbing this most industrious community. 
They continued to ply at their usual occupations, some 
arriving full freighted into port, others sallying forth on 
new expeditions like so many merchantmen in a money- 
making metropolis, little suspicious of impending bank- 
ruptcy and dowmfall. Even a loud crack which an- 
nounced the disruption of the trunk failed to divert 
their attention from the intense pursuit of gain; at length 
down came the tree wath a tremendous crash, bursting 
open from end to end, and displaying all the hoarded 
treasures of the commonwealth. One of the hunters im- 
mediately ran up with a wisp of lighted hay as a defense 
against the bees. The latter, however, made no attack 
and sought no revenge; they seemed stupefied by the 
catastrophe and unsuspicious of its cause, and remained 
crawling and buzzing about the ruins without offering 
us any molestation. Every one of the party now fell to 
with spoon and hunting-knife to scoop out the flakes of 
honeycomb with which the hollowed trunk was stored. 
Some of them were of old date and a deep brown color, 
others were beautifully white, and the honey in their 
cells was almost limpid. Such of the combs as were 
entire were placed in camp-kettles to be conveyed to the 
encampment; those which had been shivered in the fall 
were devoured upon the spot. Every stark bee-hunter 
was to be seen with a rich morsel in his hand dripping 
about his fingers and disappearing as rapidly as a cream 
tart before the holiday appetite of a schoolboy." 



218 Teachers' Manual 

The illustrations of the drone, queen, and 
worker given below will enable the teacher 
to give the class much valuable instruction 
in regard to the nature and habits of bees, 
the material for which may be found in 
any good encyclopedia. The idleness of the 
drone, contrasted with the industry and use- 
ful achievements of the icorker, will afford 
valuable lessons in the worth of diligence. 




The Honey-bee. 
1. Queen. 2. Drone. 3. Worker. 

A Few Fact§ About the Bee : (a) 

To reach liquid food at the bottom of the 
tubes of flowers, the lower lip of the bee is 
elongated. 

(5) Feather-hair on body and legs ; this 
collects the pollen, which is brushed into the 
hollow of the hind legs. 

(c) In front of the head two large eyes are 
found : the bee has great power of sight. 



Lessons LXXII, LXXIII 219 

(d) Also three small eyes on top of the 
head. 

(e) The queen bee frequently lays 300 eggs 
a day ; sometimes in the Spring, 1,000 to 
2,000 a day. The combs contain at times 
4,000 cells, sometimes made in 24 hours. 

Poem : Eead the following poem, by 
Marian Douglass, to the pupils : 

The Song of the Bee. 

Buzz! buzz! buzz! 

This is the soug of the bee. 
His legs are of yellow; 
A jolly good fellow, 

And yet a great w^orker is he. 

In days that are sunny 
He's getting his honey; 
In days that are cloudy 

He's making his wax: 
On pinks and on lilies, 
And gay daffodillies, 
And columbine blossoms. 

He levies a tax! 

Buzz ! buzz ! buzz ! 
The sweet-smelling clover, 
He, humming, hangs over; 
The scent of the roses 

Makes fragrant his wings : 
He never gets lazy; 
From thistle and daisy. 



220 Teachers' Manual 

And weeds of the meadow, 

Some treasure he brings. 
Buzz! buzz! buzz! 
From morning's nrst light 
Till the coming of night, 
He's singing and toiling 

The summer day through. 
Oh ! we may get weary, 
And think work is dreary; 
'Tis harder by far 

To have nothing to do. 
From ''Nature in Yerse." — Lovejot. 

Blackboard Exercises: 

(a) There are three kinds of bees. 

(b) There is the worker. 

(c) There is the queen. 
{d) There is the drone. 

(e) The worker bee is always busy, 
(/) The drone is a lazy bee. 



LESSONS LXXIV-LXXVII, 
LXXXII 



The L<essoii§ : The five lessons grouped 
here under one heading deal with seeds and 
plant life. Each lesson should form at least 
one separate day's study and should be 
treated as the lessons have been here- 
tofore. Let every lesson be a review of 
as many as possible of the sounds previ- 
ously studied. Train the children to think. 
If they are interested in the lesson, they will 
exert a great deal of energy with very little 
urging. Eemember that more important 
than knowledge is the exercise of the facul- 
ties by which knowledge is secured. Care 
should be taken that the lessons are not 
made so simple as to leave the faculties 
untrained. A child's ideas naturally take 
the form of pictures, and the teacher 
will soon discover that the imagination 

(221) 



223 Teachers' Manual 

of the child, if put upon the subject of 
the lesson, will very often result in the 
quaintest fancies and give shape to some of 
the most curious questions. Teach a child 
to talk upon the things he sees. Again, it is 
urged that the thought of every sentence in 
the lesson be understood. To make sure of 
this, ask tactful questions. 

Pronunciation Drills : Lessons 

LXXIV, LXXY— The consonants gj, v, x, 
and z are introduced. Care should be taken 
in the proper drill of j, x, and z. The other 
consonants have been previously studied. 
The following is the additional Pronuncia- 
tion Drill : 



g 


J 


V 


a 


ad(d) 


as 


am 


at 


X 


z 


gas 


jam 


vat 


ax 


adz 



Lesson LXXVII — A review of the conso- 
nants f, r, s, and %v. The following is the 
additional Pronunciation Drill : 



f 


r 


s 


nr 


or 


am 


it 


in 


for 


ram 


sit 


win 



The Text : In the text of Lesson 
LXXIY, the following words are to be 



Lessons LXXIV-LXXVII, LXXXII 223 

found containing examples of the conso- 
nants g and v: 



s 


V 


ground, 


covered. 


spring, 




green, 




began, 




groTi^. 





Take the words thus given, and after 
drilling upon all the consonants in this way, 
review some of the vowel sounds ; z is rep- 
resented by final s in the word stems. 

Lesson LXXIV admits of varied treat- 
ment. ''Nature Study and Elementary 
School," "Wilson (The Macmillan Co.), has 
many suggestions concerning seeds and 
their germination. If available, this book 
should be examined. The teacher by season- 
able preparation can obtain seeds in the 
various stages of growth and show them to 
the pupils. The pictures on the lesson pages 
afford two interesting subjects of conversa- 
tion. Let the pupils take as much part as 
possible in the lessons. If they feel them- 
selves a vital part of the lesson, the teacher 
will find her task much easier. A book which 
will be of service in describing the distribu- 
tion of seeds is "Seed Dispersal," W. J. 



224 Teachers' Manual 

Beal (Ginn & Co.) ; it has many chapters 
which will be suggestive to the teacher, 
such as " Plants Spread by Means of Roocs "; 
'•Plants Multiply by Means of Stems"; 
" Water Transportation of Plants " ; '■ Seeds 
Transported by Wind " ; "Plants that Shoot 
Off Their Spores or Seeds "; "Plants that Are 
Carried by Animals "; " Man Disperses Seeds 
and Plants." At the end of the book there 
is a bibliography which the teacher will find 
of service. 

I*oe!ii§: "Nature in Verse," Lovejoy 
(Silver, Burdett & Co.) contains many poems 
on seeds and seed planting acceptable for 
schoolroom reading, such as "A Seed" 
(page 14), "Winged Seeds" (page 15). The 
book is divided into "Songs of Spring"; 
"Songs of Summer " ; "Songs of Autumn"; 
" Songs of Winter." 

§torie§ : Many stories may be told 
about seeds, plant life, etc. On pages 92 and 
93 of the Reader, a short story is given, 
which should be read to the pupils by the 
teacher. After this, if it be thought advi- 
sable, the words in the lesson containing 
vowel and consonant sounds previously 
studied could be emphasized and drilled 
upon. 



Lessons LXXIV-LXXVII, LXXXII 225 

Blackboard Sentences : Lesson 
LXXVI — A few sentences intended for 
blackboard use are suggested ; other sen- 
tences dealing with the lesson in hand 
should be made both by the pupils and by 
the teacher. One of the sentences is put in 
the form of a question relating to the lesson 
on leaves (Lesson XXIX). Let the child 
answer this question and turn to the picture 
referred to. 

Sentence Analysis : 

Teacher : What are the three parts of a 
plant? 

Pupil : Roots, stems, leaves. 

T. : Of what is a plant composed ? 

P. ; Of cells. 

T,: What is the water in the cells of a 
plant called ? 

P.; Sap. 

r. ; What parts of the plant, besides the 
leaves, are full of cells ? 

P.: The stems and the roots. 



15 



LESSONS LXXVIII, LXXIX 



The Consonants : All of these have 
been studied in former lessons, and the 
teacher is referred to the same for direc- 
tions. The additional Pronunciation Drill 
follows : 



b 


c 


li 


lot 


all 


and 


blot 


call 


band 



Tlie Text : After studying the lesson, 
both from the Scientific Alphabet and ordi- 
nary type, the teacher should talk about the 
blacksmith's occupation. If a blacksmith 
has his shop in the neighborhood, take the 
children to see him work ; a much clearer 
impression is retained if a thing is seen 
rather than described. 

Tell about the work done by a blacksmith, 
and draw on the blackboard an outline of a 
horseshoe. The text asks a question which 

(226j 



Lessons LXXVIII, LXXIX 227 

the pupils should answer ; the text also in- 
troduces the sound of the hammer upon the 
anvil. Let the pupils imitate the sound. 
The following is a verse taken from "The 
Blacksmith" [*' Songs for Little Children," 
Part I, Eleanor Smith (Milton Bradley Co.)]: 

"Busy blacksmith, what are you doing, 

At your anvil all day long? '' 
" Horses now you see I'm shoeing; 

Making nails so good and strong.'' 

Cling, clang, cling, clang, hear the anvil ringing. 
Cling, clang, cling, this song 'tis ever singing, 
Bellows blowing, 
Sparks are upward going, 
While the anvil sings its song. 

liOngfellon^ : Tell the pupils that 
Longfellow, who wrote the story of ' ' Hia- 
watha," also wrote a poem about " The Vil- 
lage Blacksmith," from which a few lines 
have been selected for the lesson. 

Story : In heathen mythology, Vulcan, 
the son of Jupiter, was a blacksmith of the 
Greek gods. His forges were supposed to be 
in volcanic mountains. Vulcan made the 
palaces of the gods, the armor of Mars (god 
of war), the shield of Minerva (goddess of 
wisdom). He made also the shield of 
Achilles, the thunderbolts of Jupiter, and the 



228 



Teachers' Manual 



arrows of Cupid. Vulcan was lame, because 
his father, Jupiter, kicked him out of heaven. 
He was twice flung from Olympus ; the sec- 
ond time he fell for a whole day. Heathen 
gods often had very bad tempers. 

Vulcan had a magnificent palace on Olym- 
pus. His workshop contained an anvil and 
twenty bellows which were worked at his 
command. Many statues have been made 
representing Vulcan as being lame, but 
others show him in the vigor of manhood. 
[Vid, *' Round the Year in Myth and Song," 
page 112 (American Book Co.).] 

Sentences : Place words of sentences 
upon cards, and have the latter shuffled 
and so arranged by the pupils afterwards 
as to make complete sense, thus : 



the 



see ! 



iron I I horseshoe 



n 



see 


the iron 

1 


horseshoe 

! 



LESSON LXXX 



Countings : This may be done in several 
ways, either by reproducing the diagram 
(page 89 of the Header) on the blackboard, 
or by using peas and sticks as has been 
suggested before (Lesson VI). While only 
the numbers from one to six are given, the 
diagram may be made with ten or more dots 
in the bottom row, decreasing as in the dia- 
gram, to one at the top. The pupils will de- 
light in making these dots with different- 
colored chalk. 

Place upon the blackboard six of these 
dots, take away one, and show that five re 
main ; take away two, and show that four 
remain, etc. From this exercise the follow- 
ing may be placed upon the blackboard : 

6-1 = 5 

5-1 = 4 

4-1 = 3 

(229) 



230 Teachers Manual 

In the same way : 

8 + 1=4 

4 + 1 = 5 

5 + 1 = 6 

Explain the use of the plus and the minus 
signs and also of the equality sign. 

Measuring^ : In a previous lesson 
(Lesson XL VIII), measurement was intro- 
duced, and it was suggested that to arouse 
the interest of the pupils, they should be 
made to measure objects about the room. 
Lines three inches and one inch in length 
are given on this lesson page. Draw these 
lines upon the blackboard ; have the pupils 
divide the three-inch line into inch spaces, 
and after this is done, count the number of 
spaces thus made. The teacher could vary 
the exercise in this way : Place a line six 
inches in length upon the board ; give a 
pupil the piece of cardboard three inches 
long and have him measure the six-inch 
line and find out how many spaces he can 
divide it into with his three-inch cardboard. 
Place the result upon the blackboard : 3 
plus 3 equals 6. Draw the lines upon the 
blackboard with chalk of different colors. 

Have the pupils guess the length of vari- 
ous things : pencil, book, desk, width of 



Lesson LXXX 231 

a board of the floor, etc., and afterward 
measure them and compare the result of the 
measurement with their guesses. They will 
enjoy this as a game, and it gives wonder- 
ful accuracy of perception. By many other 
devices the eye and the ear may be trained. 



To the Teacher : *' Self -activity in 
the child means more than his being busy, 
more than his voluntary performance of 
work, more than his overcoming of difficul- 
ties by personal effort, more than his accom- 
plishing any result unassisted, and by force 
of his own powers; 'it implies,' as Miss 
Peabody said, ' that, at all times, Ms whole 
self shall he active, for no activity accom- 
plishes all the good it can, unless it enlists 
his entire self in all the phases of be- 
ing.' . . ." — Kate D. Wiggin and Nora 
A. Smith in '* Froebel's Occupations." 



LESSON LXXXI 



Song^ : The song introduced into this les- 
son is the only one to be found in the second 
part of the Reader. It is more pretentious 
in scope than the songs of the first part, 
since it attempts to inti'oduce all the con- 
sonant sounds of the alphabet. An examina- 
tion of the words of the songs will show that 
with the exception of x, all of these conso- 
nant sounds appear in the verses. 

b — birds 
c =lt 

d — daisies, dandelions 
f — flo\i^ers 

g — bringing, tiling, etc. 
li— liappy 
j —jolly 
It — coming 
1- little 
m— irrarcli, merry 
n — dandelions, Winter 
p — April 
(232) 



Lesson LXXXI 23B 

q — quoth 
r — surely, merry 
s — Spring 
t — Winter 
V — violets 
11^— \Finter 

y — May, happy, surely 
z — daisies, roses, dandelions 

In the examples for y, it will be noted 
that the common alphabet consonant has a 
Scientific Alphabet vowel sound. 

The music, which has been especially 
prepared for the Reader (as have all the 
previous songs introduced into the first part), 
should be carefully practised. The tune 
should be studied first, and after it has 
been mastered by the pupil, then the teacher 
should have the song sung with the piano 
accompaniment. 

The tune is so pleasing and so simple that 
the teacher will find no difficulty in drilling 
upon it. The song could be sung by the en- 
tire class, or by one pupil only. The refrain 
especially could be sung in chorus. 



LESSON LXXXIII 



General Review : Some of the words 
introduced into the previous lessons in deal- 
ing with the consonant sounds have been 
grouped according to the regular order of 
the consonants. The teacher should be very 
careful in this reviewing, and should see 
that the several consonant sounds are given 
in clear tones. 

Take up each consonant separately and 
drill upon it, reading across the page rather 
than down the column. It will be noted 
that a vowel drill may also be given after 
the consonant drills have been completed. 
The lesson is not intended to be finished in 
one day ; in fact, it would be best to ex- 
tend this review over three or four days, 
introducing with it also a review of 
the texts of some of the previous lessons. 
If the pupils show that they are beginning 
to be fatigued, either practise the song 

(234) 



Lesson LXXXIII 235 

'* The Coming of Spring" or adopt some of 
the suggestions previously given for the sev- 
eral " play-days," such as those referring to 
peas and sticks, clay-modeling, color work, 
etc. It is also to be remembered that while 
the drill upon the vowel sounds has been 
completed in the first part of the Reader, it is 
not supposed that the songs introduced into 
this first part will have been forgotten by the 
children. They should be led to sing those 
songs whenever the opportunity presents; for 
instance, when they are doing work in clay- 
modeling, it would be well to have them 
accompany their work with one of the songs. 



APPENDIX 



The Appendix to the Funk & Wa^alls 
Standard First Reader is divided into four 
parts : 

(1) Vocabulary. 

(2) Scientific Alphabet. 

(3) Tables of Equivalents. 

(4) A Practical Method for Teaching the 
Scientific Alphabet. 

(1) Vocabulary: It has been suggested 
that the vocabulary which consists of the 
words used in the texts of the Reader has 
been arranged that every day a group of 
words selected from it by the teacher, can 
be put upon the blackboard as a spelling 
lesson, if she so desires. It is not the 
intention of the First Reader to give regular 
graded spelling lessons, but a glance at the 
vocabulary will show that it lends itself 
easily to such use. The teacher should use 
her own discretion in regard to the selec- 

(236) 



Appendix 237 



tion of words and the number to be used 
in each lesson, 

(2) Scientific Alphabet : It is advised 
that the teacher read very carefully what 
is written about the Scientific Alphabet ; 
with what has been said in the preceding 
pages of the Manual, and also what has 
been said in the Reader proper, it is believed 
that the explanation given of the Scientific 
Alphabet will leave the teacher in no doubt 
upon any point that may come up. If, 
however, a fuller explanation is desired 
than the one here given, the teacher is 
referred to the Appendix of the Standard 
Dictionary. 

(3) Tables of Equivalents : These 
tables have been so arranged that the teacher 
may easily find what equivalent a certain 
symbol of the common alphabet has in the 
Scientific Alphabet, and, vice versa, what 
equivalents a particular sound of the Scien- 
tific Alphabet has in the ordinary alphabet. 
To illustrate : The a of the common alpha- 
bet has eleven Scientific Alphabet equiva- 
lents, whereas, consulting the second table, 
the Scientific a has three ordinary alphabet 
equivalents. The teacher is not supposed to 
have the pupils study from this table, but 



238 Teachers' Manual 

whenever she deems it advisable, she may 
select such words from these tables as will 
afford a drill upon the sounds that the pupils 
have previously had. For example : Table 
one : When studying the a sound, the 
teacher may place the word col^-lar on the 
blackboard, and show that the a in -lar has 
the particular a sound. So throughout the 
table this method may be employed. As for 
the second table : When studying the a 
sound, if the teacher wishes to give some 
words containing that sound, she will find 
them with their ordinary equivalent accen- 
tuated by boldface type. It is to be remem- 
bered, however, that this table is for the 
teacher's use only, and is not to be used by 
the pupil. 

(4) The Practical method for teach- 
ing the Scientific Alphabet is self-explana- 
tory. It is a method that was suggested to 
simplify the teaching of the Scientific 
Alphabet by the use of pictorial symbols 
representing words that contain the sounds 
to be studied. The teacher should use this 
key in conjunction with the lessons dealing 
with the vowel and consonant sounds. 



ADFER TISEMENTS 



Unsurpassed in Accuracy and Completeness 

" In thoroughness, completeness, accuracy, typog- 
raphy, style, and illustration, it challenges criticism and 
commands ?idm\r^.^on.^^— -Journal of Edtccation, Boston. 



THE FUNK & WAGNALLS 

STANDARD 
DICTIONARY 

is the latest, most complete, and most sumptuous 
dictionary in existence j a necessity in every school 
and study. It is the result of the highest scholarship 
and expert skill of nearly two hundred and fifty of the 
world' s most distinguished scholars and specialists. One 
hundred universities and colleges and twenty govern- 
ment departments are represented among its compilers. 



STATISTICS OF ITS GREATNESS 
304^000 Vocabulary Terms ^ 2 4^ Editors and Sped al- 
ists; ^JJ Readers for Rotations ; 12^^000 Synonyms 
and Antonyms; 21 Beautiful Colored Plates; ^,000 
Illustrations; Appendix of J oo^OOO Facts ; Cyclopedia 
of 28,000 Entries; 88 Pages of Colored Maps; 
Cost O'ver a Million Dollars. 



Prof. A . H. Sayce (Oxford University), the Eminent 
Philologist: "The Standard Dictionary is truly mag- 
nificent, and worthy of the great continent which has 
produced it. It is more than complete. . . . It is certain 
to supersede all other existing dictionaries of the English 
language." 



Funk ©* JVagnalh Company^ Publisher iy Neiv Tork 



THE GREATEST EDUCATIONAL 
TRIUMPH OF THE AGE 

^ Prof. A ndrew Preston Peabody (Harvard Univer- 
sity) : "It will prove of invaluable service, and will 
last while the English language remains essentially 
unchanged. It will not have to be rewritten for three 
or four generations to come." 

THE FUNK &' TVAGNALLS 

STANDARD 

DICTIONARY 

It embraces many new and exclusive dictionary fea- 
tures of immense convenience and value. 

A Feiv of Its Many Educational Advantages 

Disputed Spellings and Pronunciations are 
dealt with more thoroughly than ever before. 

Compounding and Syllabication of Words 
are, for the first time, reduced to a scientific system 
in the Standard Dictionary. 

The Correct Use of Capital Initial Letters 
is indicated throughout the vocabulary, only such words 
as should begin with a capital being so printed. 

A Valuable System of Group Indexes is pro- 
vided exclusively in the Standard Dictionary. By this 
system a/l the facts concerning important classes of 
words can be quickly ascertained. 

The Correct Use of Prepositions is explained 
with many illustrations. 

A Valuable Department of " Faulty Dic- 
tion " gives many examples of the wrong use of words, 
and corrects many common errors of speech and writing. 
55 Pages of colored ma^s, thousands of 
new words, exquisite color plates. Send 
for Prospectus and Terms. 
Funk & fVagnalls Company^ Publishers, Neiv Tori 



THE MOST COMPREHENSIVE 
ABRIDGED DICTIONARY 

Journal of Education^ Boston : "This is a treasure. 
No one can conceive the wealtli of information, the 
convenience for reference, the elimination of non-essen- 
tials which make this book worth much more than the 
price to any student, teacher, or writer.'* 

THE STUDENTS' 
Standard Dictionary 

A bridged from the Funk &» W agnails 

Standard Dictionary. 

Designed to meet fully the most exacting requirements 

of the modem dictionary. 62,284 terms, besides 1,224 

illustrations, 2,000 antonyms, full etymologies, use of 

prepositions indicated, etc. With complete index. 



SOME OF ITS EXCLUSIVE FEATURES 

EXCLUSIVELY capitalizes only such words as re- 
quire capitals. Sure guide to capitalizing. 

EXCLUSIVELY supplies Prepositions (over 1,000) 
and illustrates their correct use. 

EXCLUSIVELY gives Antonyms (2,000), or opposite 
words ; as indispensable as synonyms. 

EXCLUSIVELY indicates the difference between 

COMPOUND WORDS and PHRASES. 

EXCLUSIVELY contains thousands of new words 
and APPENDIX FEATURES of great value. 

A FULL AND RICH APPENDIX 

Richard M.Jones, LL.D., Head Master Wm. Penn 
Charter School, Philadelphia : " There is no academic 
dictionary published in this country that approaches it." 

Large Svo, gis //., Cloth, leather back, 
$2.jo. Bound in Full Leather, $4.00. 
Patent Thumb Index, SO cents extra. 

Funk^ Wagnalh Company^ Publisher Sy Neiv York 



Gen. James Grant Wilson^ President of the American 
Authors' Guild : " I deem your Standard Interme- 
diate-School Dictionary superior to any similar volume 
that has yet come under my notice. I fail to see any 
feature of the work that can not be commended." 

The Standard Intermediate- 
School Dictionary 

Abridged from the Funk <5r* W agnails 
Standard Dictionary 

npHIS is the latest and most perfect school dictionary 
-*- of the English language. It gives the orthography, 
pronunciation, meaning, and etymology of 38,000 words 
and phrases. There are 800 tasteful illustrations. No 
other school dictionary approaches this work in quality 
or completeness. The design has been to meet fully 
the most recent and exacting educational requirements. 

HEARTILY COMMENDED 

St. Louis Globe- Democr at : " For its size the work 
is very complete and inclusive. The definitions are 
vital and inspiring to new thoughts." 

The Evening Post^ Chicago : " This dictionary will 

f)romote and render easier the study of the English 
anguage in our schools." 

The Times-Herald, Chicago : "A remarkably con- 
venient and satisfying work. We have seen no better 
small dictionary of the English language than this," 

Sunday School Times, Philadelphia : "It will prove 
a handy compendium for school use." 

President Martin Kellogg, M.A ., LL.D., University 
of California: "It can not fail to meet with wide 
acceptance. I appreciate especially the full account 
of derivations." 

8vo, Cloth. Cover Design. Price, $1.00. Post-paid 
Send for Prospectus 

Funk & Wagnalh Company ^ Publishers .^ New Tork 



The Latest Addition to the Standard 
Dictionary Series 

THE STANDARD 

PRIMARY-SCHOOL 

DICTIONARY 

A bridged frofn the 
Funk dr» WagncUls Standard Dictionary 

It contains the orthography, pronunciation, and 
meaning of about 28,000 words. All the essential fea- 
tures of tiie Standard Dictionary and the Students' 
Standard Dictionary have been included in the new 
volume except the etymologies, which are necessarily 
omitted. Wherever possible the Standard's system of 
giving a definitive statement has been employed. 
Special care has been taken to put all definitions and 
statements in the simplest and clearest language pos- 
sible, consistent with accuracy. There are 500 illustra- 
tions. The design has been to meet adequately the 
most recent demands for an up-to-date, convenient, and 
highly instructive dictionary for the use of younger 
students in public and in private schools. 

A VALUABLE APPENDIX 

The appendix contains many features of importance 
and value to the young scholar, including among other 
information : rules for spelling, a summary of the money 
current in the chief countries of the world, principles of 
the scientific alphabet, proper names, glossary of foreign 
words, phrases, etc., current in English literature, 
weights and measures, prefixes and suffixes, symbolic 
flowers and gems, abbreviations and contractions, etc. 

ibmo. Cloth. Pricey bo cents. Post-paid. 

Funk^ Wagnalh Company ^ Publishers^ Neiv York 



A Constant Help for the Teacher* s Desk 

" Superior to any other treatise on the same theme, 
and must be regarded as indispensable to the ready- 
reference libraries of educators and writers." — Northern 
Christian A dvocaie. 

English Synonyms, An- 
tonyms, and Prepositions 

By JAMES C. FERNALD 

Editor of " The Students^ Standard Dictionary ^^"^ 

^^ Synonyms, Antonyms , and Prepositions'' "^ 

in the Standard Dictionary, etc. 

Over 7,500 Classified and Discriminated Synonyms ; 
nearly 4,000 Classified Antonyms ; Correct Use 
of Prepositions and Practical Helps for the Correct 
Use of Words — all handily arranged and instantly 
accessible. 

Tff£ CHOICE OF JUST THE RIGHT IVORD 
to make the desired meaning clear and exact, to 
make a contrast sharp and strong. Also the correct 
use of Prepositions shown by illustrative examples 
and handy exercises in the accurate use of words. 

" There is no other book yet offered which is its 
equal in imparting a mastery of words." — President 
Cochran, Brooklyn Polytechnic Institute. 
^ President J , G. Schurm.an, LL.D., Cornell Univer- 
sity : "The distinctions made seem clear and well 
adapted to the purposes of handy reference." 

I2m0y Cloth, S74 Pages. Price, $i.jo 

Funk & fVagnalh Company^ Publishers^ Neiv Tork 



Hon. Joseph H. Choate, U. S. Minister to England : 
" I have always found this cyclopedia the 
most complete and useful book of the kind 
ever published." 

The Cyclopedia of 
Practical ^luotations 

Compiled by J. K. HOYT 
Over thirty thousand choice quotations are given 
with eighty-six thousand lines of concordance, and 
an appendix with twelve thousand lines of quotations 
from the modern foreign languages, Latin law terms, 
followed by their English translations. 

QUALITY AND QUANTITY. The quotations 
are of the most usable quality. A great variety is 
afforded. For instance, under Music are 102 
quotations, under Nature 96, etc. Special attention 
has been paid to accuracy and exact wording. The 
source of every quotation is indicated. The name 
and useful facts about every author are given. 
REFERENCE MADE EASY. Three reference 
keys are provided for English quotations : ( i ) Topic, 

!2) Entry of Significant Words in the Concordance, 
3) Name of Author. For foreign quotations : (i) 
Topic, (2) Author, (3) Same Word in Original, 
(4) Same Word in Translation. 

8vo. 1205 Pages. Buckram, ;^6.oo ; Law Sheep, $8.00 ; 
Half Morocco, ^10.00 ; Full Morocco, $12.00 

Funk dsf fVagnalls Company ^ Publishers, Neiv Tork 



A PERFECT MEMORY 

is invaluable to every teacher. This book places 
this blessing within reach of all. 

Rev. J. M. Buckley, D.D., Editor Christian Advo- 
cate, New York, says : *' It is of great advantage to a 
strong memory, dind. /urnishes incalculable aid to a 
weak oney 

The Famous Loisette Memory System 

Assimilative Memory 

By Prof. ALPHONSE LOISETTE 
The World-Famed Memory Psychologist 

What a multitude of blunders, mishaps, and an- 
noyances are due to faulty memories ! Yet these 
are needless, for imperfect memories may be made 
perfect by the wonderful Loisette System, which 
increases the power of the natural and in almost all 
cases imperfect memory in much the same way 
that the power of vision is increased by the telescope 
or microscope. 

Dr. William A .Hammond, Washington, D.C., the 
Neurological Specialist : " I consider Prof. Loisette's 
Sj'stem to be a new departure in the education of the 
memory, and of very great value. ^^ 

Prof. George J. Morris, Boston Univ. School of 
Theology, Boston : "I prize Loisette's Assimilative 
Memory highly, and am. deriving great profit from, 
the exercises. I deem it the most important work on 
the subject I have seen." 

i2mo. Cloth, with Portrait of the A uthor. 

Price, $2.30. Special hiducemeTiis in lots 

of nx or fnore to Schools, 
FUNK & WAGNALLS COMPANY 
Sole Publishers, jo Lafayette PlacCy Neiv Tork 



A nO 



Q 



1302 



APR 30 1902 
APR. 30 1902 



Deacidified using the Bookkeeper process. 
Neutralizing agent: Magnesium Oxide 
Treatment Date: April 2011 

PreservationTechnologies 

A WORLD LEADER IN COLLECTIONS PRESERVATION 

111 Thomson Park Drive 
Cranberry Township, PA 16066 
(724) 779-2111 



